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American Values in the Declaration of Independence In a time where independence is lacking in other countries, the United States government tries to export its qualities to other non-independent countries. Even though at one point in time the United States became free on its own from higher powers, now America is the higher power trying to enforce independence in other countries. Though the United States has good intentions, it is not difficult to understand how other nations could see America as imperialist. America doesn’t want to expand its territorial boundaries but it has no problem trying to inflict their style of government on other nations. The Declaration discusses how much power the United States will have by stating that the newly independent colonies will have “full power to levy war, conclude peace, contract alliances, establish commerce, and to do all other acts and things which Independent States may of right do” (Jefferson, pg.446). Power is one value that anyone can appreciate. No matter what country a person is from, at one point in time they wanted power. To give a country the qualities that Jefferson has quoted, “levy war,

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For determining power extracted from wind by wind turbine we have to assume an air duct as shown in the figure. It is also assumed that the velocity of the wind at the inlet of the duct is V1 and velocity of air at the outlet of the duct is V2. Say, mass m of the air is passed through this imaginary duct per second. Now due to this mass the kinetic energy of wind at the inlet of the duct is, Similarly, due to this mass the kinetic energy of wind at the outlet of the duct is, Hence, the kinetic energy of wind changed, during the flow of this quantity of air from the inlet to the outlet of the imaginary duct is, As we already said that, mass m of the air is passed through this imaginary duct in one second. Hence the power extracted from the wind is the same as the kinetic energy changed during the flow of mass m of the air from the inlet to the outlet of the duct. We define power as the change of energy per second. Hence, this extracted power can be written as, As mass m of the air passes in one second, we refer the quantity m as the mass flow rate of the wind. If we think of that carefully, we can easily understand that mass flow rate will be the same at the inlet, at the outlet and as well as at every cross-section of the air duct. Since, whatever quantity of air is entering the duct, the same is coming out from the outlet. If Va, A and ρ are the velocity of the air, the cross-sectional area of the duct and density of air at the turbine blades respectively, then the mass flow rate of the wind can be represented as Now, replacing m by ρVaA in equation (1), we get, Now, as the turbine is assumed to be placed at the middle of the duct, the wind velocity at turbine blades can be considered as average velocity of inlet and outlet velocities. To obtain maximum power from wind, we have to differentiate equation (3) in respect of V2 and equate it to zero. That is, From, the above equation it is found that the theoretical maximum power extracted from the wind is in the fraction of 0.5925 of its total kinetic power. This fraction is known as the Betz Coefficient. This calculated power is according to theory of wind turbine but actual mechanical power received by the generator is lesser than that and it is due to losses for friction rotor bearing and inefficiencies of aerodynamic design of the turbine. From equation (4) it is clear that the extracted power is - Directly proportional to air density ρ. As air density increases, the power of the turbine increases. - Directly proportional to the swept area of the turbine blades. If the length of the blade increases, the radius of the swept area increases accordingly, so turbine power increases. - Turbine power also varies with velocity3 of the wind. That indicates if the velocity of wind doubles and the turbine power will increase to eight folds.

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Biomass burning and fossil fuel combustion releases large amounts of carbon into the atmosphere that are changing Earth’s climate. However, up to 27% of this burned carbon is retained as recalictrant char or soot, called Pyrogenic organic Carbon (PyC) [Santin et al., 2015]. PyC is produced on land by incomplete combustion of biomass and fossil fuels. PyC influences many biogeochemical processes in the atmosphere, biosphere and hydrosphere. It is also a slower cycling component of the carbon cycle, with a mean residence time 1-2 orders of magnitude greater than that of unburnt biomass carbon [Singh et al., 2014]. To understand the carbon cycle, it is critical to know the fate and residence time of PyC in the Earth system, because it is a slower cycling component of the carbon cycle. PyC is exported from land by rivers into the ocean, where it is thought to age on millennial timescales through the overturning ocean circulation [Ziolkowski and Druffel, 2010]. However, the global 14C measurements have not been made to address if PyC is pre-aged in intermediate river reservoirs on land. We seek to generate a global-scale understanding of the transport of PyC by rivers. PyC Δ14C, structure and concentration measurements in river dissolved and particulate organic carbon pools will bridge the gap from the input and fate of PyC from land into watersheds. We are using a combination of novel tools including molecular markers (derived from PyC), and Δ14C to understand the age of PyC in rivers. PyC is quantified as polycyclic aromatic carbon, determined from Benzene Polycarboxylic Acid (BPCA) marker compounds produced during high-temperature and pressure acidification. This method isolates a yield for 14C analysis and the relative BPCA abundances of the diverse substituted constituents provide qualitative PyC structural information. There is no global river DOC and POC data set of PyC stocks, residence times (14C), or fluxes. The use of the BPCA unifying method (to remove biases) in measuring PyC in global rivers will address the fate of PyC in the carbon cycle and expected impact of increased wildfires with climate change. Santín, C., S. H. Doerr, E. S. Kane, C. A. Masiello, M. Ohlson, J. M. de la Rosa, C. M. Preston, and T. Dittmar (2015), Towards a global assessment of pyrogenic carbon from vegetation fires, Glob Chang Biol, doi:10.1111/gcb.12985. Singh, N., S. Abiven, B. Maestrini, J. A. Bird, M. S. Torn, and M. W. Schmidt (2014), Transformation and stabilization of pyrogenic organic matter in a temperate forest field experiment, Global change biology, 20(5), 1629-1642. Ziolkowski, L. A., and E. R. M. Druffel (2010), Aged black carbon identified in marine dissolved organic carbon, Geophysical Research Letters, 37, doi:10.1029/2010gl043963.

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History is all about understanding the past, and why the world looks like it does. The study of history ignites children’s curiosity about the past in Britain and the wider world. Through finding out about how and why the world, our country, culture and local community have developed over time, children understand how the past influences the present. History enables children to develop a context for their growing sense of identity and a chronological framework for their knowledge of significant events and people. What they learn through history can influence their decisions about personal choices, attitudes and values. At Holy Trinity, our aim is to stimulate children's curiosity and enable them to have a deeper understanding about the world around them. History at Holy Trinity follows the National Curriculum, outlined by the government. Within school, this takes the form of a History lesson every week, for a minimum of 1 hour. We aim to teach a breadth of different topics to ensure the children experience History from a range of times, locations and perspectives. The teaching of History knowledge is focused on skills- asking the children to operate as Historians to discover the past. This is achieved through studies of primary and secondary sources, whilst looking at each topic with a broader world and chronological view. Overall, the aim of the History curriculum is to provide a broad, inclusive and engaging scheme of learning. By the time children have left Holy Trinity, we aim for them to have developed: · A secure knowledge and understanding of people, events and contexts from the historical periods covered. · The ability to think critically about history and communicate confidently in styles appropriate to a range of audiences. · The ability to consistently support, evaluate and challenge their own and others’ views using detailed, appropriate and accurate historical evidence derived from a range of sources. · The ability to think, reflect, debate, discuss and evaluate the past, forming and refining questions and lines of enquiry. · A passion for history and an enthusiastic engagement in learning, which develops their sense of curiosity about the past and their understanding of how and why people interpret the past in different ways. · A respect for historical evidence and the ability to make robust and critical use of it to support their explanations and judgements. · A desire to embrace challenging activities, including opportunities to undertake high-quality research across a range of history topics.

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Dust is made of fine particles of solid matter. On Earth, it generally consists of particles in the atmosphere that come from various sources such as soil lifted by wind (an aeolian process), volcanic eruptions, and pollution. Dust in homes is composed of about 20–50% dead skin cells. The rest, and in offices and other built environments, is composed of small amounts of plant pollen, human hairs, animal fur, textile fibers, paper fibers, minerals from outdoor soil, burnt meteorite particles, and many other materials which may be found in the local environment. Atmospheric or wind-borne fugitive dust, also known as aeolian dust, comes from arid and dry regions where high velocity winds are able to remove mostly silt-sized material, deflating susceptible surfaces. This includes areas where grazing, ploughing, vehicle use, and other human behaviors have further destabilized the land, though not all source areas have been largely affected by anthropogenic impacts. One-third of the global land area is covered by dust-producing surfaces, made up of hyper-arid regions like the Sahara which covers 0.9 billion hectares, and drylands which occupy 5.2 billion hectares. Dust in the atmosphere is produced by saltation and abrasive sandblasting of sand-sized grains, and it is transported through the troposphere. This airborne dust is considered an aerosol and once in the atmosphere, it can produce strong local radiative forcing. Saharan dust, in particular, can be transported and deposited as far as the Caribbean and the Amazon basin, and may affect air temperatures, cause ocean cooling, and alter rainfall amounts. Dust in the Middle East has been a historic phenomenon. Recently, because of climate change and the escalating process of desertification, the problem has worsened dramatically. As a multi-factor phenomenon, there is not yet a clear consensus on the sources or potential solutions to the problem. In Iran, the dust is already affecting more than 5 million people directly, and has emerged as a serious government issue in recent years. In the Khuzestan Province, it has led to the severe increase of air pollution. The amount of pollutants in the air has surpassed more than 50 times the normal level several times in a year. Recently, initiatives such as Project-Dust have been established to directly study dust in the Middle East. Dust kicked up by vehicles traveling on roads may make up 33% of air pollution. Road dust consists of deposits of vehicle and industrial exhaust gas, particles from tire and brake wear, dust from paved roads or potholes, and dust from construction sites. Road dust is a significant contributor to the generation and release of particulates into the atmosphere. Control of road dust is a significant challenge in urban areas, and also in other locations with high levels of vehicular traffic upon unsealed roads, such as mines and landfills. Road dust may be suppressed by mechanical methods like street sweeper, vehicles equipped with vacuum cleaners, vegetable oil sprays, or with water sprayers. Calcium chloride can be used. Improvements in automotive engineering have reduced the amount of PM10s produced by road traffic; the proportion representing re-suspension of existing particulates has increased as a result. Coal dust is responsible for the respiratory disease known as pneumoconiosis, including coal worker's pneumoconiosis disease that occurs among coal miners. The danger of coal dust resulted in environmental law regulating workplace air quality in some jurisdictions. In addition, if enough coal dust is dispersed within the air in a given area, in very rare circumstances, it can cause a dust explosion. These circumstances are typically within confined spaces. Most governmental Environmental Protection Agencies, including the United States Environmental Protection Agency (EPA) mandate that facilities that generate fugitive dust, minimize or mitigate the production of dust in their operation. The most frequent dust control violations occur at new residential housing developments in urban areas. United States federal law requires that construction sites obtain planning permissions to conduct earth moving and clearing of areas, so that plans to control dust emissions while the work is being carried out are specified. Control measures include such simple practices as spraying construction and demolition sites with water, and preventing the tracking of dust onto adjacent roads. Some of the issues include: US federal laws require dust control on sources such as vacant lots, unpaved parking lots, and dirt roads. Dust in such places may be suppressed by mechanical methods, including paving or laying down gravel, or stabilizing the surface with water, vegetable oils or other dust suppressants, or by using water misters to suppress dust that is already airborne. Dust control is the suppression of solid particles with diameters less than 500 micrometers (i.e. half a millimeter). Dust poses a health risk to children, older people, and those with respiratory diseases. House dust can become airborne easily. Care is required when removing dust to avoid causing the dust to become airborne. A feather duster tends to agitate the dust so it lands elsewhere. Certified HEPA (tested to MIL STD 282) can effectively trap 99.97% of dust at 0.3 micrometers. Not all HEPA filters can effectively stop dust; while vacuum cleaners with HEPA filters, water, or cyclones may filter more effectively than without, they may still exhaust millions of particles per cubic foot of air circulated. Central vacuum cleaners can be effective in removing dust, especially if they are exhausted directly to the outdoors. Air filters differ greatly in their effectiveness. Laser particle counters are an effective way to measure filter effectiveness; medical grade instruments can test for particles as small as 0.3 micrometers. In order to test for dust in the air, there are several options available. Pre-weighed filter and matched weight filters made from polyvinyl chloride or mixed cellulose ester are suitable for respirable dust (less than 10 micrometers in diameter). A dust resistant surface is a state of prevention against dust contamination or damage, by a design or treatment of materials and items in manufacturing or through a repair process. A reduced tacticity of a synthetic layer or covering can protect surfaces and release small molecules that could have remained attached. A panel, container or enclosure with seams may feature types of strengthened structural rigidity or sealant to vulnerable edges and joins. Cosmic dust is widely present in outer space, where gas and dust clouds are the primary precursors for planetary systems. The zodiacal light, as seen in a dark night sky, is produced by sunlight reflected from particles of dust in orbit around the Sun. The tails of comets are produced by emissions of dust and ionized gas from the body of the comet. Dust also covers solid planetary bodies, and vast dust storms can occur on Mars which cover almost the entire planet. Interstellar dust is found between the stars, and high concentrations produce diffuse nebulae and reflection nebulae. Dust is widely present in the galaxy. Ambient radiation heats dust and re-emits radiation into the microwave band, which may distort the cosmic microwave background power spectrum. Dust in this regime has a complicated emission spectrum and includes both thermal dust emission and spinning dust emission. Dust samples returned from outer space have provided information about conditions of the early solar system. Several spacecraft have sought to gather samples of dust and other materials. Among these craft was Stardust, which flew past 81P/Wild in 2004, and returned a capsule of the comet's remains to Earth. In 2010 the Japanese Hayabusa spacecraft returned samples of dust from the surface of an asteroid. House dust mites are present indoors wherever humans live. Positive tests for dust mite allergies are extremely common among people with asthma. Dust mites are microscopic arachnids whose primary food is dead human skin cells, but they do not live on living people. They and their feces and other allergens that they produce are major constituents of house dust, but because they are so heavy they are not suspended for long in the air. They are generally found on the floor and other surfaces, until disturbed (by walking, for example). It could take somewhere between twenty minutes and two hours for dust mites to settle back down out of the air. Dust mites are a nesting species that prefer a dark, warm, and humid climate. They flourish in mattresses, bedding, upholstered furniture, and carpets. Their feces include enzymes that are released upon contact with a moist surface, which can happen when a person inhales, and these enzymes can kill cells within the human body. House dust mites did not become a problem until humans began to use textiles, such as western style blankets and clothing. Dust mites in the humid atmosphere of Bangalore trigger around 60% of asthma

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Join Our Groups Download the Notes Free These notes follow the Kenya Syllabus. The notes have been prepared by qualified professional teachers. Notes 1 and Notes 2 Click the links below to download the Notes: IMPORTANCE OF ENGLISH GRAMMAR - PART 1 1. Helps understand the English language is the study of words, their structure, and function. It is essential to learn grammar because it helps learners understand the English language better. Grammar also enables them to understand how sentences are formed. It also allows them to write good essays and articles that can be understood by people who do not know much about grammar. 2. Accurate Expression English grammar enables individuals to express their thoughts and ideas clearly and accurately. It provides a framework for constructing grammatically correct sentences, allowing for effective communication with native English speakers and non-native speakers alike. 3. Shows Correct Spelling and Grammar is an important part of any language, and English is no exception. Being able to understand and use proper grammar in English is essential for being able to communicate effectively. One of the most important aspects of grammar is being able to correctly spell and pronounce words.

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Wolfgang Amadeus Mozart |Wolfgang Amadeus Mozart Painting by Barbara Krafft 1819 |January 27, 1756 Salzburg, Austria (then part of the Holy Roman Empire) |December 5, 1791 Vienna, Austria (aged 35) Wolfgang Amadeus Mozart (baptized as Johannes Chrysostomus Wolfgangus Theophilus Mozart) (January 27, 1756 – December 5, 1791) was a prolific and celebrated composer of Classical music. His enormous output of more than six hundred compositions includes works that are widely acknowledged as pinnacles of symphonic, chamber, piano, operatic, and choral music. A legendary child prodigy, Mozart is among the most enduringly popular of European composers, and many of his works are part of the standard concert repertoire. The young Mozart toured as a child and won the patronage of both nobility and clergy in his native Austria. Unlike the music of J.S. Bach and the composers of the Baroque style, whose music was highly polyphonic and steeped in religious connotations, Mozart’s music is marked by an uncomplicated texture that would become a defining trait of the “Classical” era. This style, known as homophonic music, is characterized by a single melodic idea accompanied by a chordal underpinning, as opposed the countrapuntal conventions of the Baroque, in which multiple melodies are woven into a singular musical expression. A significant way that Mozart would heighten the drama of a musical line was by his masterly manipulation of the tonic-dominant chord progression. Particularly in his operas, he created moments of tension followed by cathartic release by exploiting the polarization of the consonant and dissonant intervals within these two chords, and also by the shifting of key centers. Equipped with these new musical devices, Mozart could explore the depths of the human psyche in ways that were revolutionary for their time. He was, in some respects, the first modern psychologist of opera, a master of creating mood, drama, and atmosphere in his operatic works. The great facility and ease with which Mozart fused music to mood was perhaps his most important contribution to music. Mozart's greatest compositions, sometimes written at breakneck pace, contain passages of revelatory beauty. Albert Einstein once remarked that while Beethoven composed his music, Mozart's music "was so pure that it seemed to have been ever-present in the universe, waiting to be discovered by the master." Family and early years Mozart was born to Leopold and Anna Maria Pertl Mozart, in the front room of nine Getreidegasse in Salzburg, the capital of the sovereign Archbishopric of Salzburg, in what is now Austria, then part of the Holy Roman Empire. His only sibling who survived beyond infancy was an older sister: Maria Anna, nicknamed Nannerl. Mozart was baptized the day after his birth at St. Rupert's Cathedral. The baptismal record gives his name in Latinized form as Joannes Chrysostomus Wolfgangus Theophilus Mozart. Of these names, the first two refer to John Chrysostom, one of the Church Fathers, and they were names not employed in everyday life, while the fourth, meaning "beloved of God," was variously translated in Mozart's lifetime as Amadeus (Latin), Gottlieb (German), and Amadé (French). Mozart's father, Leopold, announced the birth of his son in a letter to the publisher Johann Jakob Lotter with the words "…the boy is called Joannes Chrysostomus, Wolfgang, Gottlieb." Mozart himself preferred the third name, and he also took a fancy to "Amadeus" over the years. Mozart's father, Leopold (1719–1787), was one of Europe's leading musical teachers. His influential textbook, Versuch einer gründlichen Violinschule, was published in 1756, the year of Mozart's birth (English, as A Treatise on the Fundamental Principles of Violin Playing, transl. E.Knocker; Oxford-New York, 1948). He was deputy kapellmeister to the court orchestra of the Archbishop of Salzburg, and a prolific and successful composer of instrumental music. Leopold gave up composing when his son's outstanding musical talents became evident. They first came to light when Wolfgang was about three years old, and Leopold, proud of Wolfgang's achievements, gave him intensive musical training, including instruction in clavier, violin, and organ. Leopold was Wolfgang's only teacher in his earliest years. A note by Leopold in Nannerl's music book—the Nannerl Notenbuch—records that little Wolfgang had learned several of the pieces at the age of four. Mozart's first compositions, Andante (K. 1a) and Allegro (K. 1b), were written in 1761, when he was five years old. The years of travel During his formative years, Mozart made several European journeys, beginning with an exhibition in 1762, at the Court of the Elector of Bavaria in Munich, then in the same year at the Imperial Court in Vienna and Prague. A long concert tour spanning three and a half years followed, taking him with his father to the courts of Munich, Mannheim, Paris, London (where Wolfgang Amadeus played with the famous Italian cellist Giovanni Battista Cirri), The Hague, again to Paris, and back home via Zürich, Donaueschingen, and Munich. During this trip Mozart met a great number of musicians and acquainted himself with the works of other great composers. A particularly important influence was Johann Christian Bach, who befriended Mozart in London in 1764–65. Bach's work is often taken to be an inspiration for Mozart's music. They again went to Vienna in late 1767, and remained there until December 1768. On this trip, Mozart contracted smallpox, and his healing was considered by Leopold as a proof of God's intentions concerning the child. After one year in Salzburg, three trips to Italy followed: From December 1769 to March 1771, from August to December 1771, and from October 1772 to March 1773. Mozart was commissioned to compose three operas: Mitridate Rè di Ponto (1770), Ascanio in Alba (1771), and Lucio Silla (1772), all three of which were performed in Milan. During the first of these trips, Mozart met Andrea Luchesi in Venice and G.B. Martini in Bologna, and was accepted as a member of the famous Accademia Filarmonica. A highlight of the Italian journey, now an almost legendary tale, occurred when he heard Gregorio Allegri's Miserere once in performance in the Sistine Chapel then wrote it out in its entirety from memory, only returning to correct minor errors; thus, producing the first illegal copy of this closely-guarded property of the Vatican. On September 23, 1777, accompanied by his mother, Mozart began a tour of Europe that included Munich, Mannheim, and Paris. In Mannheim he became acquainted with members of the Mannheim orchestra, the best in Europe at the time. He fell in love with Aloysia Weber, who later broke up the relationship with him. He was to marry her sister, Constanze, some four years later in Vienna. During his unsuccessful visit to Paris, his mother died (1778). Mozart in Vienna In 1780, Idomeneo, widely regarded as Mozart's first great opera, premiered in Munich. The following year, he visited Vienna in the company of his employer, the harsh Prince-Archbishop Colloredo. When they returned to Salzburg, Mozart, who was then Konzertmeister, became increasingly rebellious, not wanting to follow the whims of the archbishop relating to musical affairs, and expressing these views, soon fell out of favor with him. According to Mozart's own testimony, he was dismissed—literally—"with a kick in the arse." Mozart chose to settle and develop his own freelance career in Vienna after its aristocracy began to take an interest in him. On August 4, 1782, against his father's wishes, he married Constanze Weber (1763–1842; her name is also spelled "Costanze"); her father, Fridolin, was a half-brother of Carl Maria von Weber's father Franz Anton Weber. Although they had six children, only two survived infancy. Neither of these two, Karl Thomas (1784–1858) and Franz Xaver Wolfgang (1791–1844)—later a minor composer himself—married or had children who reached adulthood. Karl did father a daughter, Constanza, who died in 1833. The year 1782 was an auspicious one for Mozart's career: His opera Die Entführung aus dem Serail (The Abduction from the Seraglio) was a great success and he began a series of concerts at which he premiered his own piano concertos as director of the ensemble and soloist. During 1782–83, Mozart became closely acquainted with the work of J.S. Bach and G.F. Handel as a result of the influence of Baron Gottfried van Swieten, who owned many manuscripts of works by the Baroque masters. Mozart's study of these works led first to a number of works imitating Baroque style and later had a powerful influence on his own personal musical language, for example, the fugal passages in Die Zauberflöte (The Magic Flute) and in the Symphony No. 41. In 1783, Wolfgang and Constanze visited Leopold in Salzburg, but the visit was not a success, as his father did not open his heart to Constanze. However, the visit sparked the composition of one of Mozart's great liturgical pieces, the Mass in C Minor, which, though not completed, was premiered in Salzburg, and is now one of his best-known works. Wolfgang featured Constanze as the lead female solo voice at the premiere of the work, hoping to endear her to his father's affection. In his early Vienna years, Mozart met Joseph Haydn and the two composers became friends. When Haydn visited Vienna, they sometimes played in an impromptu string quartet. Mozart's six quartets dedicated to Haydn date from 1782–85, and are often judged to be his response to Haydn's List of string quartets by Joseph Haydn's Opus 33 set from 1781. Haydn was soon in awe of Mozart, and when he first heard the last three of Mozart's series, he told Leopold, "Before God and as an honest man I tell you that your son is the greatest composer known to me either in person or by name: He has taste, and, furthermore, the most profound knowledge of composition." During the years 1782–1785, Mozart put on a series of concerts in which he appeared as soloist in his piano concertos, widely considered among his greatest works. These concerts were financially successful. After 1785, Mozart performed far less and wrote only a few concertos. Maynard Solomon conjectures that he may have suffered from hand injuries; another possibility is that the fickle public ceased to attend the concerts in the same numbers. Mozart's relationship to religion and the church has been the subject of much academic interest. He was influenced by the ideas of the eighteenth century European Enlightenment as an adult, and he became a Freemason in 1784. But his lodge—the same Masonic Lodge as Haydn—was a specifically Catholic, rather than deistic one, and Mozart worked fervently and successfully to convert his father before the latter's death in 1787. Neither was Mozart's lifelong interest in sacred music restricted to the time of his service for the church in Salzburg. “I cannot possibly live like other young men," he once wrote. "In the first place I have too much religion, in the second too much love for my fellow men and too great a sense of humor.” Mozart's life was occasionally fraught with financial difficulty. Though the extent of this difficulty has often been romanticized and exaggerated, he nonetheless did resort to borrowing money from close friends, some debts remaining unpaid even to his death. During the years 1784-1787 he lived in a lavish, seven-room apartment, which may be visited today at Domgasse 5, behind St Stephen's Cathedral; it was here, in 1786, that Mozart composed the opera Le nozze di Figaro. Mozart and Prague Mozart had a special relationship with the city of Prague and its people. The audience there celebrated the Figaro with the much-deserved reverence he was missing in his hometown Vienna. His quotation, "Meine Prager verstehen mich" ("My Praguers understand me") became very famous in the Bohemian lands. Many tourists follow his tracks in Prague and visit the Mozart Museum of the Villa Bertramka where they can enjoy a chamber concert. In the later years of his life, Prague provided Mozart with many financial resources from commissions. In Prague, Don Giovanni premiered on October 29, 1787, at the Theatre of the Estates. Mozart wrote La clemenza di Tito for the festivities accompanying Leopold II, Leopold II's coronation in November 1790; Mozart obtained this commission after Antonio Salieri had allegedly rejected it. Final illness and death Mozart's final illness and death are difficult topics for scholars, obscured by romantic legends and replete with conflicting theories. Scholars disagree about the course of decline in Mozart's health—particularly at what point (or if at all) Mozart became aware of his impending death and whether this awareness influenced his final works. The romantic view holds that Mozart declined gradually and that his outlook and compositions paralleled this decline. In opposition to this, some present-day scholars point out correspondence from Mozart's final year indicating that he was in good cheer, as well as evidence that Mozart's death was sudden and a shock to his family and friends. Mozart's attributed last words: "The taste of death is upon my lips… I feel something, that is not of this earth." The actual cause of Mozart's death is also a matter of conjecture. His death record listed "hitziges Frieselfieber" ("severe miliary fever," referring to a rash that looks like millet-seeds), a description that does not suffice to identify the cause as it would be diagnosed in modern medicine. Dozens of theories have been proposed, including trichinosis, mercury poisoning, and rheumatic fever. The practice, common at that time, of bleeding medical patients is also cited as a contributing cause. Mozart died around 1 a.m. on December 5, 1791, in Vienna. Some days earlier, with the onset of his illness, he had largely ceased work on his final composition, the Requiem. Popular legend has it that Mozart was thinking of his own impending death while writing this piece, and even that a messenger from the afterworld commissioned it. However, documentary evidence has established that the anonymous commission came from one Count Franz Walsegg of Schloss Stuppach, and that most if not all of the music had been written while Mozart was still in good health. A younger composer, and Mozart's pupil at the time, Franz Xaver Süssmayr, was engaged by Constanze to complete the Requiem. However, he was not the first composer asked to finish the Requiem, as the widow had first approached another Mozart student, Joseph Eybler, who began work directly on the empty staves of Mozart's manuscript but then abandoned it. Because he was buried in an unmarked grave, it has been popularly assumed that Mozart was penniless and forgotten when he died. In fact, though he was no longer as fashionable in Vienna as before, he continued to have a well-paid job at court and receive substantial commissions from more distant parts of Europe, Prague in particular. He earned about 10,000 florins per year, equivalent to at least 42,000 U.S. dollars in 2006, which places him within the top 5 percent of late eighteenth century wage earners, but he could not manage his own wealth. His mother wrote, "When Wolfgang makes new acquaintances, he immediately wants to give his life and property to them." His impulsive largesse and spending often put him in the position of having to ask others for loans. Many of his begging letters survive but they are evidence not so much of poverty as of his habit of spending more than he earned. He was not buried in a "mass grave," but in a regular communal grave according to the 1784 laws in Austria. Though the original grave in the St. Marx cemetery was lost, memorial gravestones (or cenotaphs) have been placed there and in the Zentralfriedhof. In 2005, new DNA testing was performed by Austria's University of Innsbruck and the U.S. Armed Forces DNA Identification Laboratory in Rockville, Maryland, to determine if a skull in an Austrian Museum was actually his, using DNA samples from the marked graves of his grandmother and Mozart's niece. However, test results were inconclusive, suggesting that none of the DNA samples were related to each other. In 1809, Constanze married Danish diplomat Georg Nikolaus von Nissen (1761–1826). Being a fanatical admirer of Mozart, he (and, possibly, Constanze) edited vulgar passages out of many of the composer's letters and wrote a Mozart biography. Nissen did not live to see his biography printed, and Constanze finished it. Works, musical style, and innovations Mozart's music, like Haydn's, stands as an archetypal example of the Classical style. His works spanned the period during which that style transformed from one exemplified by the style galant to one that began to incorporate some of the contrapuntal complexities of the late Baroque, complexities against which the galant style had been a reaction. Mozart's own stylistic development closely paralleled the development of the classical style as a whole. In addition, he was a versatile composer and wrote in almost every major genre, including symphony, opera, the solo concerto, chamber music including string quartet and string quintet, and the piano sonata. While none of these genres were new, the piano concerto was almost single-handedly developed and popularized by Mozart. He also wrote a great deal of religious music, including mass masses; and he composed many dances, divertimenti, serenades, and other forms of light entertainment. The central traits of the classical style can all be identified in Mozart's music. Clarity, balance, and transparency are hallmarks, though a simplistic notion of the delicacy of his music obscures the exceptional and even demonic power of some of his finest masterpieces, such as the Piano Concerto in C minor, K. 491, the Symphony in G minor, K. 550, and the opera, Don Giovanni. The famed writer on music, Charles Rosen, has written (in The Classical Style): "It is only through recognizing the violence and sensuality at the center of Mozart's work that we can make a start towards a comprehension of his structures and an insight into his magnificence. In a paradoxical way, Schumann's superficial characterization of the G minor Symphony can help us to see Mozart's daemon more steadily. In all of Mozart's supreme expressions of suffering and terror, there is something shockingly voluptuous." Especially during his last decade, Mozart explored chromatic harmony to a degree rare at the time. The slow introduction to the "Dissonant" Quartet, K. 465, a work that Haydn greatly admired, rapidly explodes a shallow understanding of Mozart's style as light and pleasant. From his earliest years Mozart had a gift for imitating the music he heard; since he traveled widely, he acquired a rare collection of experiences from which to create his unique compositional language. When he went to London as a child, he met J.C. Bach and heard his music; when he went to Paris, Mannheim, and Vienna, he heard the work of composers active there, as well as the spectacular Mannheim orchestra; when he went to Italy, he encountered the Italian overture and the opera buffa, both of which were to be hugely influential on his development. Both in London and Italy, the galant style was all the rage: Simple, light music, with a mania for cadencing, an emphasis on tonic, dominant, and subdominant to the exclusion of other chords, symmetrical phrases, and clearly articulated structures. This style, out of which the classical style evolved, was a reaction against the complexity of late Baroque music. Some of Mozart's early symphonies are Italian overtures, with three movements running into each other; many are "homotonal" (each movement in the same key, with the slow movement in the tonic minor). Others mimic the works of J.C. Bach, and others show the simple rounded binary forms commonly being written by composers in Vienna. As Mozart matured, he began to incorporate some features of Baroque styles into his music. For example, the Symphony No. 29 in A Major K. 201 uses a contrapuntal main theme in its first movement, and experimentation with irregular phrase lengths. Some of his quartets from 1773 have fugal finales, probably influenced by Haydn, who had just published his opus 20 set. The influence of the Sturm und Drang (Storm and Stress) period in German literature, with its brief foreshadowing of the Romantic era to come, is evident in some of the music of both composers at that time. Over the course of his working life, Mozart switched his focus from instrumental music to operas, and back again. He wrote operas in each of the styles current in Europe: Opera buffa, such as The Marriage of Figaro, Don Giovanni, or Così fan tutte, and opera seria, such as Idomeneo; and Singspiel, of which Die Zauberflöte is probably the most famous example by any composer. In his later operas, he developed the use of subtle changes in instrumentation, orchestration, and tone color to express or highlight psychological or emotional states and dramatic shifts. Here his advances in opera and instrumental composing interacted. His increasingly sophisticated use of the orchestra in the symphonies and concerti served as a resource in his operatic orchestration, and his developing subtlety in using the orchestra to psychological effect in his operas was reflected in his later non-operatic compositions. Mozart's legacy to subsequent generations of composers (in all genres) is immense. Many important composers since Mozart's time have expressed profound appreciation of Mozart. Rossini averred, "He is the only musician who had as much knowledge as genius, and as much genius as knowledge." Ludwig van Beethoven's admiration for Mozart is also quite clear. Beethoven used Mozart as a model a number of times: For example, Beethoven's Piano Concerto No. 4 in G major demonstrates a debt to Mozart's Piano Concerto in C major, K. 503. A plausible story—not corroborated—regards one of Beethoven's students who looked through a pile of music in Beethoven's apartment. When the student pulled out Mozart's A major Quartet, K. 464, Beethoven exclaimed "Ah, that piece. That's Mozart saying, 'here's what I could do, if only you had ears to hear!'" Beethoven's own Piano Concerto No. 3 in C minor is an obvious tribute to Mozart's Piano Concerto No. 24 in C minor, and yet another plausible—if unconfirmed—story concerns Beethoven at a concert with his sometime-student Ferdinand Ries. As they listened to Mozart's Piano Concerto No. 24, the orchestra reached the quite unusual coda of the last movement, and Beethoven whispered to Ries: "We'll never think of anything like that!" Beethoven's Quintet for Piano and Winds is another obvious tribute to Mozart, similar to Mozart's own quintet for the same ensemble. Beethoven also paid homage to Mozart by writing sets of theme and variations on several of his themes: For example, the two sets of variations for cello and piano on themes from Mozart's Magic Flute, and cadenzas to several of Mozart's piano concertos, most notably the Piano Concerto No. 20 K. 466. A famous legend asserts that, after the only meeting between the two composers, Mozart noted that Beethoven would, "give the world something to talk about." However, it is not certain that the two ever met. Tchaikovsky wrote his Mozartiana in praise of Mozart; and Mahler's final word was alleged to have been simply, "Mozart." The theme of the opening movement of the Piano Sonata in A major K. 331 (itself a set of variations on that theme) was used by Max Reger for his Variations and Fugue on a Theme of Mozart, written in 1914, and among Reger's best-known works. Mozart has remained an influence in popular contemporary music in varying genres ranging from Jazz to modern Rock and Heavy metal. An example of this influence is the jazz pianist Chick Corea, who has performed piano concertos of Mozart and was inspired by them to write a concerto of his own. The Köchel catalogue In the decades after Mozart's death there were several attempts to catalogue his compositions, but it was not until 1862 that Ludwig von Köchel succeeded in this enterprise. Many of his famous works are referred to by their Köchel catalogue number; for example, the Piano Concerto in A major (Piano Concerto No. 23) is often referred to simply as "K. 488" or "KV. 488." The catalogue has undergone six revisions, labeling the works from K. 1 to K. 626. Myths and controversies Mozart is unusual among composers for being the subject of an abundance of legend, partly because none of his early biographers knew him personally. They often resorted to fiction in order to produce a work. Many myths began soon after Mozart died, but few have any basis in fact. An example is the story that Mozart composed his Requiem with the belief it was for himself. Sorting out fabrications from real events is a vexing and continuous task for Mozart scholars, mainly because of the prevalence of legend in scholarship. Dramatists and screenwriters, free from responsibilities of scholarship, have found excellent material among these legends. An especially popular case is the supposed rivalry between Mozart and Antonio Salieri, and, in some versions, the tale that it was poison received from the latter that caused Mozart's death; this is the subject of Aleksandr Pushkin's play Mozart and Salieri, Nicolai Rimsky-Korsakov's opera Mozart and Salieri, and Peter Shaffer's play Amadeus. The last of these has been made into a feature-length film of the same name. Shaffer's play attracted criticism for portraying Mozart as vulgar and loutish, a characterization felt by many to be unfairly exaggerated, but in fact frequently confirmed by the composer's letters and other memorabilia. For example, Mozart humorously wrote canons on the words "Leck mich im Arsch" as party pieces for his friends. The Köchel numbers of these canons are 231 and 233. Another debate involves Mozart's alleged status as a kind of superhuman prodigy, from childhood right up until his death. While some have criticized his earlier works as simplistic or forgettable, others revere even Mozart's juvenilia. In any case, several of his early compositions remain very popular. The motet Exultate, jubilate (K. 165), for example, composed when Mozart was seventeen years old, is among the most frequently recorded of his vocal compositions. It is also mentioned that around the time when he was five or six years old, he could play the piano blindfolded and with his hands crossed over one another. Benjamin Simkin, a medical doctor, argues in his book, Medical and Musical Byways of Mozartiana, that Mozart had Tourette syndrome. However, no Tourette syndrome expert, organization, psychiatrist, or neurologist have stated that there were sociological and cultural aspects of Tourette syndrome since there was credible evidence that Mozart had this syndrome. Several have stated now that they do not believe there is enough evidence to substantiate the claim. Milos Forman’s 1984 motion picture, Amadeus, based on the play by Peter Shaffer, won eight Academy Awards and was one of the year’s most popular films. While the film did a great deal to popularize Mozart’s work with the general public, it has been criticized for its historical inaccuracies, and in particular for its portrayal of Antonio Salieri’s intrigues against Mozart, for which little historical evidence can be found. On the contrary, it is likely that Mozart and Salieri regarded each other as friends and colleagues. It is well documented, for instance, that Salieri frequently lent Mozart musical scores from the court library, that he often chose compositions by Mozart for performance at state occasions, and Salieri taught Mozart's son, Franz Xaver. The idea that he never revised his compositions, dramatized in the film, is easily dismissed by even a cursory examination of the autograph manuscripts, which contain many revisions. Mozart was a studiously hard worker, and by his own admission his extensive knowledge and abilities developed out of many years' close study of the European musical tradition. In fairness, Schaffer and Forman never claimed that Amadeus was intended to be an accurate biographical portrait of Mozart. Rather, as Shaffer reveals on the DVD release of the film, the dramatic narrative was inspired by the biblical story of Cain and Abel—one brother loved by God and the other scorned. - Musicologist Alfred Einstein, the biographer of Mozart and twentieth century editor of the Köchel Catalog, is quoted as saying, "Mozart is the greatest composer of all. Beethoven created his music, but the music of Mozart is of such purity and beauty that one feels he merely found it—that it has always existed as part of the inner beauty of the universe waiting to be revealed." - In his travels, Mozart acquired some competence in many languages: as many as fifteen, by some reports. - In 1770, Mozart was awarded the Cross of the Order of the Golden Spur by Pope Clement XIV. - Mozart was much taken by the sound of Benjamin Franklin's glass harmonica, and composed two works for it: An Adagio in C and an Adagio and Rondo for armonica, flute, oboe, viola, and cello (K. 617), both composed in 1791, after he heard the instrument played by the virtuoso Marianne Kirchgaessner. He started a third piece, of which only the first few bars were completed. - Recordings of Mozart's music have sold more copies than any other composer. - Arthur I. Miller, "A Genius Finds Inspiration in the Music of Another," New York Times, January 31, 2006. - BBC News, BBC World Service article. Retrieved June 16, 2008. - Penguin Guide to Classical Compact Discs. - Daniel Publishing, Did Mozart Have Tourette Syndrome? Retrieved June 16, 2008. - School Behavior, Famous People With Tourette Syndrome and/or Obsessive Compulsive Disorder. Retrieved June 16, 2008. ReferencesISBN links support NWE through referral fees - Braunbehrens, Volkmar. Mozart in Vienna: 1781-1791. Timothy Bell Trans. HarperPerennial, 1986. ISBN 00609974052. - Davenport, Marcia. Mozart. New York: C. Scribner's Sons, 1932. - Deutsch, Otto Erich. Mozart: A Documentary Biography. Eric Blom et al. Trans. Stanford University Press, 1965. - Eisen, Cliff, and Simon P. Keefe (eds.). The Cambridge Mozart Encyclopedia. Cambridge University Press, 2006. ISBN 0-521-85659-0. - Greither, Aloys. Wolfgang Amadé Mozart. Rowohlt Taschenbuch Verlag GmbH, 1962. - Gutman, Robert W. Mozart: A Cultural Biography. Random, 2001. ISBN 015100482X. - Hershel, Jack. A Listener's Guide to Mozart's Music. Vantage, 1997. ISBN 0553123089. - Massimo, Mila. Lettura delle Nozze di Figaro. Einaudi, 1979. ISBN 8806189379. - Rayner, Mark, The Amadeus Net. ENC, 2005. ISBN 0975254014. - Robbins, Gregory Allen. Mozart & Salieri, Cain & Abel: A Cinematic Transformation of Genesis 4. Retrieved June 16, 2008. - Robbins, H.C. 1791: Mozart's Last Year. Landon, Thames & Hudson, 1988. ISBN 0500281076. - Sadie, Stanley (ed.). Mozart and his Operas. St. Martin's, 2000. ISBN 031224410X. - Solomon, Maynard. Mozart: A Life. Harper, 1996. ISBN 0060926929. - Till, Nicholas. Mozart and the Enlightenment. Faber, Norton, 1992. ISBN 0571161693. All links retrieved October 10, 2020. - A Profile of Amadeus Mozart from Aaron Green, guide to Classical Music at About.com. - IMSLP - International Music Score Library Project's Mozart page. - Mozart's Scores by Mutopia Project - Mozart melodies at Musipedia - Cadenzas from the A Clarinet Concerto - Clariperu Many trancriptions from artists like Sabine Meyer, John McCaw, Charles Neidich, etc. - The "Jenamy Concerto" The proper name of Mozart's piano concerto K. 271 revealed - Mozart und die Religion New World Encyclopedia writers and editors rewrote and completed the Wikipedia article in accordance with New World Encyclopedia standards. This article abides by terms of the Creative Commons CC-by-sa 3.0 License (CC-by-sa), which may be used and disseminated with proper attribution. Credit is due under the terms of this license that can reference both the New World Encyclopedia contributors and the selfless volunteer contributors of the Wikimedia Foundation. To cite this article click here for a list of acceptable citing formats.The history of earlier contributions by wikipedians is accessible to researchers here: The history of this article since it was imported to New World Encyclopedia: Note: Some restrictions may apply to use of individual images which are separately licensed.

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A team from the University of Bristol has created new virtual reality (VR) cloud-based tools that could lead to new drug discoveries and boost the teaching of chemistry, by combining real-time molecular simulations with VR technology. The new technology gives scientists a chance to reach out and touch virtual molecules as they move, while also being able to fold, knot, pluck and change their shape to see how they interact. By using cloud computing, several different researchers can interact with the molecules in the same virtual space simultaneously. “Chemists have always made models of molecules to understand their structure—from how atoms are bonded together to Watson and Crick’s famous double helix model of DNA,” University of Bristol professor of Chemistry Adrian Mulholland said in a statement. “At one point in their education, most people have held a molecular model, probably made from plastic or metal. Models like these are particularly important for things we can’t see, such as the nanoscale world of molecules. “Thanks to this research we can now apply virtual reality to study a variety of molecular problems which are inherently dynamic, including binding drugs to its target, protein folding and chemical reactions,” he added. “As simulations become faster we can now do this in real time which will change how drugs are designed and how chemical structures are taught.” In the study, the researchers designed a series of molecular tasks, including threading a small molecule through a nanotube, changing the screw-sense of a small organic helix and trying a small string-like protein into a simple knot for participants to test on a traditional mouse and keyboard, touchscreens and virtual reality. The volunteers that used virtual reality were 10 times more likely to succeed in difficult tasks like tying knots. “Using VR to understand molecular structure and dynamics allows to perform a kind of nanoscale molecular ‘surgery,’ enabling researchers to develop an intuition for the dynamical ‘feel’ of specific molecular systems,” corresponding author and Royal Society Research Fellow David Glowacki, PhD, said in a statement. “The medical field has known for years that VR-trained surgeons complete procedures faster than non-VR trained counterparts, with significantly lower error rates. “That’s part of the reason why I think it’s interesting to adapt this technology to understand nano-scale systems,” he added. “A big reason I find this work so fascinating is because it requires unifying the state-of-the-art in technology with aesthetics, design and psychology.”

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Tiny animal hairs could act as sensitive compass needles Statistical mechanics shows that some animals may be able to perceive Earth’s magnetic field with bundles of microscopic hairs in their inner ears. New York | Heidelberg, 22 September 2022 The exact mechanisms animals use to sense the direction of Earth’s magnetic field have long remained a mystery. One leading theory suggests that this ability is tied to bundles of microscopic hair cells in the inner ears. Through new research published in EPJ ST, Kirill Kavokin at St Petersburg State University, Russia, uses statistical analysis to show that just around 100 of these hair cells could act as effective biological compass needles, allowing animals to accurately sense the magnetic field surrounding them. Named ‘magnetoreception,’ this unique sensing ability is found across a wide array of vertebrate species: from migrating birds to burrowing rodents. Several mechanisms have been proposed to explain this ability – but despite over 50 years of research, none of these have yet been definitively observed in nature. One leading theory is based on bundles of hair cells in the inner ear, named ‘stereocilia.’ According to this idea, stereocilia are attached to nanocrystals of magnetite: an iron-based mineral which can become permanently magnetised, aligning itself with Earth’s magnetic field. As the animal’s orientation changes, magnetite would then force changes in the orientations of the stereocilia attached to it. These changes could then be picked up by mechanoreceptors: nerve cells which can detect mechanical pressure – providing the animal with a physical sensation of a magnetic field. Still, it is uncertain whether these nerve cells are sensitive enough to detect such subtle changes. To explore this idea further, Kavokin studied the fluctuations of stereocilia under the framework of statistical mechanics: which applies the mathematical language of statistics to large groups of microscopic objects. Through his analysis, Kavokin showed that stereocilia bundles can indeed act as highly sensitive compass needles, with just around 100 hair cells needed for mechanoreceptors to pick up their fluctuations. This intriguing result could bring biologists a step closer to understanding the origins of magnetoreception, and finally identifying the mechanisms responsible in nature. Reference: Kavokin, K.V. Compass in the ear: can animals sense magnetic fields with hair cells? Eur. Phys. J. Spec. Top. (2022). https://doi.org/10.1140/epjs/s11734-022-00654-y For more information visit: www.epj.org Services for Journalists The full-text of the Editorial is available here. Sabine Lehr | Springer | Physics Editorial Department tel +49-6221-487-8336 | email@example.com

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Much like our brain, a computer stores vasts amount of information that is retrieved as required. Without the ability to store data, computers, laptops, tablets, iPods, iPads, smartphones are just empty boxes. Data storage allows information to be organized in a digital format using a variety of intricate technologies. Some have devices that can store on a temporary basis, others can store in exterior locations for longer periods of time such as hard drives, flash drives and CDs. The iPod can store hundreds of songs, although the device is no bigger than a pack of cards. iPods originally were as big as a hard drive that used the science of magnetism to store massive amounts of information. Now, the device is less than half the size. The most important requirement to store all the data is the ingenious computer memory chip. It can store vast amounts of photos, documents and songs digitally. How does a hard drive work? The science of magnetism is used for data storage. Roll a magnet back and forth over a cluster of nails and you will see them sticking to each other. This is how iron is magnetized until it is demagnetized. In the same vein, computer data in the hard drive and iPod is stored until the power is switched off. The shiny circular magnetic plate in a computer’s hard drive, called platter, contains billions of microscopic storage areas to hold data. The hard drive or iPod has a storage facility to contain 20 to 30 gigabytes of information. It’s like a box that stores thousands of tiny iron nails. Imagine each of these nails having the capacity to store bits of information. That’s how the hard drive works. The data storage mechanism in a hard drive looks like a miniature version of the traditional record player. It has a shiny circular silver platter with a spindle arm that moves a tiny magnet back and forth over the platter to record and store information. All the information is stored in the magnetic platter in binary form. The platters in the iPod are made of glass, ceramic or aluminum, coated with a fine layer of metal which can be both magnetized and demagnetized through a magnetic coating. Through these mechanisms, you can not only store information in an organized and structured way in concentric, circular paths called tracks but also retrieve it later. Computer data storage amazing engineering feat that has transformed the way we live our lives today. Documents you store are available in seconds. Calculations can be done in seconds. Picture albums can be saved indefinitely. Songs can be saved and played at will. However, if there’s a disk crash, you may lose all the precious information that has been painstakingly stored in the hard drive. A disk crash can occur any time when you least expect it, without warning. It’s important to save copies of all your files on a flash drive, DVD or CD as a backup. You can also store your data on the Cloud. Surrey Geeks – Computer Repairs and IT Services If, for some unfortunate reason, you face a disc crash, call Surrey Geeks at once. We can help you save your precious files, documents and pictures on a new data storage or external devices you provide, such as a hard drive, DVD or USB. Our expert IT professionals can transfer data from one PC to another without hassle. Call us anytime you need computer repairs and IT services in your office or home.

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If our brain has reached its current size, the merit is all of three genes found only in human DNA. The discovery comes from two independent studies, one from the Université Libre de Bruxelles, the other from the University of California in Santa Cruz. The two research groups were investigating which genes are active only in the brains of human beings. During their studies, they identified three genes belonging to our species and absent in all others. In a second step, the researchers carried out a series of comparative genetic analyzes, so as to draw up a possible history of these genes. The first gene appeared about 4 million years ago, in the DNA of one of our direct ancestors. In later times, the other two genes have also developed. The combined action of all three made the human brain triplicate its volume, reaching its current size. The three genes are part of the Notch family of genes, essential in embryonic development. The researchers named them NOTCH2NL A, NOTCH2NL B and NOTCH2NL C. They are on chromosome 1, a region related to genetic diseases affecting the brain. Microcephaly and schizophrenia are linked precisely to the lack of small fragments of DNA in this region. The presence of duplicate fragments, on the other hand, causes macrocephaly and autism spectrum disorders. The genes discovered by the two teams appear to be children of the NOTCH2 gene, linked to the differentiation of stem cells. The three genes could be partial copies of NOTCH2, later modified by cellular machinery. While NOTCH2 pushes stem cells to generate mainly neurons, however, NOTCH2NL push stem cells to produce other stem cells. This results in a greater production of neurons that would explain the increase in brain volume.

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The Immune System Your immune system is a large network of organs, white blood cells, proteins (antibodies) and chemicals. This system works together to protect you from foreign invaders (bacteria, viruses, parasites, and fungi) that cause infection, illness and disease. Your immune system works hard to keep you healthy. Its job is to keep germs out of your body, destroy them or limit the extent of their harm if they get in. When your immune system is working properly: When your immune system is working properly, it can tell which cells are yours and which substances are foreign to your body. It activates, mobilizes, attacks and kills foreign invader germs that can cause you harm. Your immune system learns about germs after you’ve been exposed to them too. Your body develops antibodies to protect you from those specific germs. An example of this concept occurs when you get a vaccine. Your immune system builds up antibodies to foreign cells in the vaccine and will quickly remember these foreign cells and destroy them if you are exposed to them in the future. Sometimes doctors can prescribe antibiotics to help your immune system if you get sick. But antibiotics only kill certain bacteria. They don’t kill viruses. When your immune system is not working properly: When your immune system can’t mount a winning attack against an invader, a problem, such as an infection, develops. Also, sometimes your immune system mounts an attack when there is no invader or doesn’t stop an attack after the invader has been killed. These activities result in such problems as autoimmune diseases and allergic reactions. Your immune system is made of up a complex collection of cells and organs. They all work together to protect you from germs and help you get better when you’re sick. The main parts of the immune system are: - White blood cells - Lymph nodes - Tonsils and adenoids - Bone marrow - Skin, mucous membranes and other first-line defences - Stomach and bowel

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Drought is a normal and recurrent feature of climate. Droughts are classified into three categories viz. meteorological, hydrological and agricultural. Meteorological drought is identified by the estimate of the departure of precipitation from normal. Hydrological droughts indicate the departure of surface and ground water from normal. Agricultural droughts are caused by inadequate soil moisture to support the growth of a crop, resulting in the wilting of a crop. Thus, agricultural drought is the effect of hydrological drought on crops. Assessment of drought is required for taking timely remedial measures to improve the situation. Normalised Difference Vegetation Index (NDVI) is most widely used to detect the agricultural drought. However, NDVI only detects the agricultural drought when crops are already hit by it. At this stage, remedial measures can’t be taken. Soil moisture is a variable to early detect the agricultural drought before it has impacted the crops and take timely remedial measures. Satellite-based remote sensing can be used for early detection of agricultural drought. Based on the 2010-11 census, a majority of farmers holds below 1 ha land in India. Hence, the identification of drought should be done at this size and at a maximum weekly frequency. However, currently available satellites which are sensitive to soil moisture either have a high temporal (daily revisit) or higher spatial (less than 1 ha) resolution. Aapah Innovations has developed the soil moisture products by combining data from multiple satellites to provide a higher spatio-temporal (less than 1 ha at the daily frequency) soil moisture product. This product can be used to detect drought at the farm scale and monitor the area continuously. Aapah Innovations will track the drought conditions across India during the Kharif season. As an example, the average soil moisture in May over South India is shown in the figure.

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Each Group contained several Sectors, and each Sector had a Headquarters located on an RAF airfield. The Sector Headquarters was the location of the Sector Operations Room, and received incoming raid information at the same time as Fighter Command HQ and the Groups. Some sectors also had satellite RAF airfields, and controlled these facilities and their squadrons. Sector Headquarters were responsible for scrambling aircraft, and guiding them to intercept the German raiders. The Sector Operations Rooms were configured like all Operations Rooms throughout the Dowding System. A map table displayed the territory under Sector control. This map was overlaid with the British Modified Grid. Although the Sector Operations covered a smaller territory, the rooms were as well equipped as the Operations Rooms at Group. A Sector Clock synchronized time, a tote board showed squadron status, and Plotters stood around the map table. Group Tellers and the Royal Observer Corps passed information to the Plotters, who placed markers on the appropriate map location. When Group ordered squadrons to intercept a raid, they sent the order to the appropriate Sector Headquarters. Once received, Sector personnel confirmed the order and scrambled their aircraft. Once airborne, the Sector Controller guided the fighters to the German raiders. But even when operating efficiently, the Dowding System provided information that was several minutes old. The delay was caused by manually processing and passing raid information throughout the system. A delay of even a few minutes, combined with the highs speed of both the fighters and the German aircraft, made interception a difficult task. Also, the Dowding System only passed raid information down to Sector Operations. To guide their fighters to the Germans successfully, the Sector Controller needed to know the position of their squadron’s aircraft. This need led to the invention of another experimental technology: Direction Finding (DF). Direction Finding used radio receiving towers to triangulate the location of squadron fighters. Each Sector had at least three towers, spaced roughly 30 miles apart. A top secret transmitter unit inside each aircraft, called Pip Squeak, transmitted a signal that was received by the personnel in the receiving towers. The information was passed to Sector Operations, where skilled personnel triangulated the location using three readings and passed the information to the Plotters at the map table. The Plotters would use it to place and move raid block that represented the friendly fighter aircraft. Because the fighter position was determined at Sector Operations, the Controller had the most up to date information to attempt an interception. Sector Operations personnel then communicated the information back up through the system, to ensure they could update their strategic picture. This was the genius of the Dowding System. If the senior leaders had tried to manage the tactical work of scrambling fighters and leading the intercepts, their information would have been to old. Dowding realized this and insisted that control remain at the lowest tactical level possible. During practical exercises before the war, the Dowding System was failing. The interception rate was dismal. Despite all the advantages of RDF, Controllers could put their fighters in a position to sight incoming raiders. Sir Henry Tizard created a team of RAF experts and scientists to solve the problem, but they struggled to improve the interception rate. His scientists performed complex calculations in real-time, trying to solve the vector problem. Every time they failed. The calculations were too cumbersome, too slow to account for real world situations. If the raiders changed their course, the Sector personnel had to recalculate. They built tables, created worksheets. Still failure as days turned into weeks, and weeks turned into months. This led to frayed nerves and heated arguments. In desperation the RAF contracted for the construction of Simmonds-Goudine mechanical computers. They were as expensive, as they were ineffective. Watching the team argue over the interception calculation exacerbated Commander Eustace Grenfell. He had never been good at calculations. In frustration he yelled that he could do the intercept better, faster, without the math. The dispirited team accepted. He couldn’t comprehend the difficulty. He proceeded to “shoot from the hip,” passing vectors to the fighters by eyeballing the table. The intercept was successful. This stunned the team. Henry Tizard, the chief scientist on the Dowding System arrived at the answer. Commander Grenfell had stumbled upon the Principle of Equal Angles. Imagining the problem as an isosceles triangle, the Controller formed the base of the isosceles triangle by drawing a line through the fighters to the bombers. A line drawn from the bombers through to their target created the second leg. This also created the first angle of the isosceles triangle. The Controller drew a final line at a complimentary angle, from the fighters to the bombers course. Because the angles were complimentary, the line was the same length. The apex, where the two lines met, was the interception point. It was the same distance to this point for both the fighters and raiders, but because the fighters flew faster than the bombers, they would arrive there first. If they did not sight the bombers on arrival, the fighters circled until the bombers arrived. This process and the vector it produced became known as the Tizzy Angle. The RAF published an illustrated guide and dispersed the instructions to all Sectors. This quick rule of thumb calculation improved intercept rates. During practical exercises in 1936, they achieved a success rate of 93%. In this case, improvisation proved more useful than precise calculation.

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For this year’s advent calendar, we have decided to focus on biodiversity, climate and environment. In relationship with climate change and the biodiversity crisis we face due to the ongoing extinction of many species, there is currently a vast amount of research done on the topic. Today, however, I would like to take a step back from present biodiversity issues and travel back in time to a much older event that saw the extinction of many species. One that is not quite a mystery, but not quite solved either. I am talking, of course, about dinosaurs. I think that dinosaurs have featured prominently in everyone’s science classes and education. For many people, they are the fist thing that come to mind when someone talks about a natural history museum (I can’t count the number of time I had to explain that no, I don’t work with dinosaurs and yes, museums do other things apart from cleaning fossils and making stuffed animals…). For example, the cover picture for today is from our very own museum’s exhibition. When I was a kid, we learned in school that dinosaurs disappeared because of meteor that hit earth, or because of extraordinary volcanic activity, or both, or… well. The details were obviously rather unclear. That’s why this recent paper by Senel et al. caught my attention and why I wanted to present it for our advent calendar. This study brings some new details about how dinosaurs went extinct. The core of the story doesn’t change. About 66 millions of years ago, a giant meteor falls on Earth (more or less where Mexico is today). The force of the impact provokes tsunamis, forest fires and the famous cloud of dust that will spread in the entire atmosphere. What Senel et al. studied is the composition of this cloud (made of sulfur, soot and silica dust) and in particular the size of the dust particles. They were of around 0,8 µm to 8,0 µm, and Senel et al.’s simulations showed that they probably stayed in the atmosphere for around 15 years, much longer than previously thought. The authors suggest that the dust cloud not only prevented photosynthesis for almost two years, but was also at the origin of a global winter, lowering the temperature at the surface of the earth by 15°C. I hope you enjoyed this new take on a now classical tale!

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https://blog.annelida.de/2023/12/03/door-5-how-exactly-did-dinosaurs-go-extinct/

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- Interventions are targeted strategies that support students at all levels of academic achievement. - Increased awareness of interventions is crucial to better support each student's needs. - Interventions help students overcome barriers to learning, develop new skills, and improve academic performance. Acknowledging that each student has unique needs and may require additional support to excel academically and personally is crucial. This is where interventions for students play a significant role. Interventions are a range of targeted strategies that can be used to support students at all levels of academic achievement. These strategies can help students overcome barriers to learning, develop new skills, and improve their overall academic performance. Therefore, it is essential to increase awareness of the importance of interventions for students, as it will enable us to support each student's needs better and ensure they have the tools to succeed and reach their full potential. A Call to Action for Intervention Awareness As an educator or a dedicated parent, you wield a transformative influence on students' academic journey, and at the heart of this influence lies the crucial task of promoting intervention awareness. Understanding the nuanced landscape of student intervention strategies is not merely a task; it's a commitment to shaping individual success stories. Navigating Student Intervention Strategies These strategies, ranging from one-on-one tutoring to targeted instruction and behavioral interventions, are tailored tools designed to meet the unique needs of each student. Imagine a symphony of support, where interventions harmonize with individual requirements, paving the way for enhanced academic outcomes and student triumphs. "Imagine a symphony of support, where interventions harmonize with individual requirements, paving the way for enhanced academic outcomes and student triumphs." The Significance of Intervention Awareness The key to student success lies in the broadened horizons of intervention awareness. By championing the cause of awareness, we pave the way for more students to benefit from precisely targeted interventions. The essence lies in recognizing the impact of early intervention and fostering collaboration among educators, parents, and students as torchbearers of knowledge, educators and parents hold the key to unlocking the doors of possibility for every student. Best Practices in Intervention Awareness - Offer educators enriching professional development opportunities on the intricacies of student intervention strategies. - Cultivate a school-wide culture that breathes intervention awareness, underlining the pivotal role of early intervention in shaping academic destinies. - Fuel collaboration among educators, parents, and students, creating a dynamic synergy to identify and address the unique needs of each learner. - Provide parents and students with resources, enlightening them on the world of intervention strategies and guiding them on accessing these vital tools. The Ripple Effect: Impacting Student Success Promoting intervention awareness in education is not just a noble cause; it's a catalyst for transformative change. It's about recognizing the potential in every student, understanding the intricacies of intervention strategies, and weaving a narrative of success. By embracing the principles of intervention awareness and implementing best practices, educators and parents become architects of an educational paradigm where every student receives the personalized support needed to reach their full potential. Embark on this journey, champion the cause, and become the driving force behind a brighter, more empowered future for every student. The Dynamic Role of Educational Interventions As an educator, your commitment to student success is unwavering, and at the heart of this commitment lies the transformative power of educational interventions. These targeted strategies, akin to personalized keys, unlock the doors to individual student needs, fostering academic growth and propelling each learner toward their full potential. Diverse Strategies at Your Fingertips In the toolkit of educational interventions, various strategies await your utilization. Consider the impact of behavioral interventions, such as positive behavior supports, in mitigating challenges that hinder academic success. Bridging Gaps and Fostering Success The advantages of educational interventions resonate clearly. By deploying these strategies, you catalyze academic triumph, guiding your students toward their goals. Witness the tangible impact as interventions work to diminish the achievement gap, ensuring that every student, regardless of their starting point, has the tools to succeed. Through targeted approaches, interventions become the bridge, spanning gaps and illuminating pathways to success. The Crucial Role of Intervention Plans in Creating Inclusive Learning Environments The awareness of using intervention plans in school settings has become paramount in ensuring students' academic achievement. These personalized strategies cater to individual learning needs and pave the way for a bespoke learning path that resonates with each student's unique strengths and challenges. Implementing intervention plans offers educators and school staff invaluable experience in addressing the diverse needs in today's classrooms. No longer confined to a one-size-fits-all approach, teachers gain insight into the nuanced requirements of students with varying learning styles, abilities, and behavioral patterns. This experiential knowledge empowers educators to adapt teaching methodologies, creating a more responsive and inclusive educational environment. Central to the success of intervention plans is the recognition that a fair, equitable, and accessible learning environment goes beyond traditional classroom norms. By embracing intervention strategies, schools acknowledge and celebrate the rich tapestry of diversity within their student body. These plans act as a bridge, welcoming and integrating the full spectrum of learning and behavioral needs among students. Intervention plans lay the foundation for a school culture that champions fairness and inclusivity. They catalyze change, fostering an environment where students are acknowledged and actively supported on their academic journey. By addressing individual needs through tailored interventions, schools can dismantle barriers that hinder learning and create a space where every student can thrive. Moreover, an essential aspect of intervention plans is their role in cultivating a welcoming and fair school environment. Students are more likely to succeed when they feel accepted and supported. By embracing intervention strategies, schools send a powerful message to students that their unique needs are recognized and accommodated. This, in turn, contributes to developing a positive and nurturing atmosphere where students are motivated to engage actively in their learning. Implementing Effective Student Intervention Programs Implementing an effective student intervention program can be challenging, but the benefits it brings to students' academic success make it worth the effort. To ensure success, it is important to have a well-structured plan to guide you. Here are some critical components of successful student intervention programs: 1. Assessment and Evaluation Accurately identifying the needs of students is crucial in developing an individualized plan for each student. Using multiple assessment tools, such as formative and summative assessments, can help determine areas of strength and weakness. 2. Individualized Plans Developing customized plans that consider the strengths, weaknesses, and learning styles of each student is vital to the success of student intervention programs. Creating measurable goals and objectives aligned with the student's academic standards is also important. 3. Ongoing Monitoring Student intervention programs require continuous monitoring to determine the effectiveness of the intervention strategies. Regularly monitoring and analyzing student progress data helps modify and adjust intervention strategies. Consistent communication between teachers, parents, and students is crucial in monitoring student progress. 4. Professional Development Providing professional development opportunities for educators involved in intervention implementation is critical for program success. Educators must know the latest intervention strategies, tools, and resources to support their students effectively. Ongoing professional development and collaboration with colleagues can help refine the intervention strategy. Assessing the Impact of Interventions on Student Outcomes Understanding the true impact of interventions on student outcomes is paramount in gauging their effectiveness and tailoring strategies to ensure maximum success. Schools and educational institutions employ diverse assessment methods, blending quantitative and qualitative measures to evaluate the multifaceted dimensions of intervention efficacy comprehensively. Quantitative measures, including standardized tests, student grades, and attendance records, serve as the bedrock of objective evaluation. These metrics offer a clear, numerical lens through which educators can discern the tangible improvements in academic performance and the reduction of absenteeism resulting from interventions. In tandem with quantitative assessments, qualitative measures emerge as a powerful tool for capturing the nuanced aspects of student development. Surveys and interviews with students, teachers, and parents provide rich, subjective insights into the transformative impact of interventions on student behavior, attitudes, and motivation. These qualitative measures unveil the success stories of improved self-confidence and heightened engagement while also pinpointing areas for refinement, such as the enhancement of communication or the need for more targeted support. Harmonizing quantitative and qualitative assessments achieves a holistic understanding of intervention impact. This dual approach empowers educators to make informed, data-driven decisions, fostering continuous improvement in intervention strategies to bolster student success further. The collected data becomes a compass guiding the adjustment and refinement of intervention strategies, ensuring they evolve in alignment with the ever-changing needs of students. Igniting Awareness: A Dynamic Approach to Student Interventions in Education Having delved into the intricacies of student intervention programs and their pivotal role in nurturing academic success, the next imperative step is to champion awareness about their indispensability. Elevating the prominence of intervention implementation and advocacy is paramount, ensuring that students receive and actively engage with the support needed to realize their full potential. Strategic Initiatives for Fostering Intervention Awareness Unlocking the potential of intervention awareness involves deploying a repertoire of strategic initiatives, empowering educators, students, and parents alike: - Informative Sessions and Workshops: Illuminate the concept of intervention programs through engaging informational sessions or workshops, offering students and families an insightful glimpse into the workings of these programs. - Community Collaboration: Forge alliances with community organizations and advocacy groups to weave a robust support network for interventions within academic settings, creating a collaborative tapestry that amplifies their impact. - Integrated Communication Channels: Infuse intervention-related content into the fabric of school newsletters, websites, and social media platforms, providing stakeholders with a continuous stream of updates on the ongoing efforts dedicated to supporting students. - Professional Development: Propel intervention strategies forward by encouraging educators and education professionals to participate in targeted training sessions and conferences, enhancing their skills in intervention implementation. What is the Crucial Role of Early Intervention in Education? An integral facet of intervention awareness revolves around underscoring the role of early intervention. Educators can thwart potential challenges from blossoming into formidable obstacles by discerning and addressing individual student needs in their embryonic stages. Early intervention becomes a catalyst, instilling confidence, motivation, and a trajectory toward enhanced academic performance. Collaboration in Intervention Implementation Elevating awareness about interventions necessitates a harmonious collaboration among educators, students, families, and community organizations. This collective effort breeds the development of tailored intervention strategies finely tuned to the unique needs of each student. The collaborative ethos extends beyond implementation, fostering an environment of continual assessment and refinement, ensuring that interventions consistently align with their intended goals and propel sustained student success. The essence of achieving academic success revolves around raising awareness about interventions for students. By employing effective strategies, emphasizing the transformative power of early intervention, and fostering a culture of collaboration, we can guarantee that every student gains access to the support and resources required to succeed and thrive. Author: Paola Mileo Posted: 27 Nov 2023 Estimated time to read: 7 mins

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Over the next few weeks, we will be learning about fractions in our maths lessons. Please use the knowledge organiser below to support you with your learning. Yesterday Tom from Explore Learning came in to Year 3 to teach us all about coordinates. We used our knowledge of north, east, south and west to navigate our ship to the treasure without hitting any rocks! Today the children in year 3 had a visit from Tom from Explore Learning. We learnt all about coordinates and navigated our way round a treasure map! Well done everyone, you worked really head! Year 2 had a great time on their shape safari with Explore Learning. Over the next couple of weeks, we will be learning all about length (metres and kilometres) and perimeter in our maths lessons. Please use the knowledge organiser below to support you with your learning. In Maths this term the children have been learning about place value within 20. Take a look at the knowledge organiser and have a recap of what they have been learning and use it to help you support their learning. In maths the children have been learning the long multiplication method to times two numbers together. It would be great if you could practice this new learning at home with your children, ask them to show you our new method.

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There is not a specific number of eggs a person can eat as part of a healthful diet. Eggs were once considered to be an unhealthy food source in terms of high cholesterol and heart problem concerns. The fact that the yolk of an egg contains a high level of cholesterol was the primary cause of this. Consuming cholesterol was initially thought to significantly raise the levels of cholesterol in the body, which can increase the risk of heart disease. Research has shown, however, that eggs do not increase the chances of heart disease. Cholesterol in the body Cholesterol is a fatty substance that has a range of essential bodily functions. Its role includes supporting the production of new cells and hormones to the formation of fat-dissolving bile acids and helping with the absorption of vitamins. Scientists now understand that the cholesterol people consume in foods only has a small impact on cholesterol levels in the body. The majority of cholesterol production takes place in the liver. The main influencing factor for this is not how much cholesterol someone consumes, but other factors, such as the amount of saturated fat in the diet. In the past, there was also a misunderstanding about the role of cholesterol in the body, but more recent research has now challenged this too. Read more here.

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https://brendanmcdowell.com/how-many-is-too-many-eggs/

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The tradition of leaving an empty chair in Congress is a symbolic practice that has been observed on various occasions to represent a notable absence or to honor individuals who are unable to attend for significant reasons. There isn’t a specific and continuous tradition known as “The Empty Chair in Congress,” but the concept of an empty chair as a symbolic gesture has been employed in different contexts. Here are a couple of instances where such symbolism has been used: - Memorial or Symbolic Representation: - An empty chair might be used to symbolize the absence of a member who has passed away or is unable to attend due to illness or other reasons. It serves as a poignant reminder of their contributions and presence. - Political Statements: - Politicians and activists have occasionally used the empty chair as a form of protest or to draw attention to specific issues. For example, leaving an empty chair during a speech or debate may symbolize the absence of representation or the neglect of certain concerns. - POW/MIA Recognition: - The empty chair has been used as a symbol to recognize prisoners of war (POWs) or those missing in action (MIA). This symbolism is often associated with military ceremonies, and the empty chair represents the hope for the return of those who are missing. - Advocacy for Specific Causes: - In some cases, an empty chair might be utilized to raise awareness for particular causes, such as advocating for the rights of certain groups or drawing attention to issues affecting specific communities. The context and purpose of leaving an empty chair can vary, and it often depends on the specific circumstances or the intention of those engaging in the symbolic act.

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- Compare and contrast the embryonic development of diploblasts and triploblasts, and protostomes and deuterostomes Most animal species undergo a separation of tissues into germ layers during embryonic development. Recall that these germ layers are formed during gastrulation, and that they are predetermined to develop into the animal’s specialized tissues and organs. Animals develop either two or three embryonic germs layers (Figure 1). The animals that display radial symmetry develop two germ layers, an inner layer (endoderm) and an outer layer (ectoderm). These animals are called diploblasts. Diploblasts have a non-living layer between the endoderm and ectoderm. More complex animals (those with bilateral symmetry) develop three tissue layers: an inner layer (endoderm), an outer layer (ectoderm), and a middle layer (mesoderm). Animals with three tissue layers are called triploblasts. Which of the following statements about diploblasts and triploblasts is false? - Animals that display radial symmetry are diploblasts. - Animals that display bilateral symmetry are triploblasts. - The endoderm gives rise to the lining of the digestive tract and the respiratory tract. - The mesoderm gives rise to the central nervous system. Each of the three germ layers is programmed to give rise to particular body tissues and organs. The endoderm gives rise to the lining of the digestive tract (including the stomach, intestines, liver, and pancreas), as well as to the lining of the trachea, bronchi, and lungs of the respiratory tract, along with a few other structures. The ectoderm develops into the outer epithelial covering of the body surface, the central nervous system, and a few other structures. The mesoderm is the third germ layer; it forms between the endoderm and ectoderm in triploblasts. This germ layer gives rise to all muscle tissues (including the cardiac tissues and muscles of the intestines), connective tissues such as the skeleton and blood cells, and most other visceral organs such as the kidneys and the spleen. Presence or Absence of a Coelom Further subdivision of animals with three germ layers (triploblasts) results in the separation of animals that may develop an internal body cavity derived from mesoderm, called a coelom, and those that do not. This epithelial cell-lined coelomic cavity represents a space, usually filled with fluid, which lies between the visceral organs and the body wall. It houses many organs such as the digestive system, kidneys, reproductive organs, and heart, and contains the circulatory system. In some animals, such as mammals, the part of the coelom called the pleural cavity provides space for the lungs to expand during breathing. The evolution of the coelom is associated with many functional advantages. Primarily, the coelom provides cushioning and shock absorption for the major organ systems. Organs housed within the coelom can grow and move freely, which promotes optimal organ development and placement. The coelom also provides space for the diffusion of gases and nutrients, as well as body flexibility, promoting improved animal motility. Triploblasts that do not develop a coelom are called acoelomates, and their mesoderm region is completely filled with tissue, although they do still have a gut cavity. Examples of acoelomates include animals in the phylum Platyhelminthes, also known as flatworms. Animals with a true coelom are called eucoelomates (or coelomates) (Figure 2). A true coelom arises entirely within the mesoderm germ layer and is lined by an epithelial membrane. This membrane also lines the organs within the coelom, connecting and holding them in position while allowing them some free motion. Annelids, mollusks, arthropods, echinoderms, and chordates are all eucoelomates. A third group of triploblasts has a slightly different coelom derived partly from mesoderm and partly from endoderm, which is found between the two layers. Although still functional, these are considered false coeloms, and those animals are called pseudocoelomates. The phylum Nematoda (roundworms) is an example of a pseudocoelomate. True coelomates can be further characterized based on certain features of their early embryological development. Embryonic Development of the Mouth Bilaterally symmetrical, tribloblastic eucoelomates can be further divided into two groups based on differences in their early embryonic development. Protostomes include arthropods, mollusks, and annelids. Deuterostomes include more complex animals such as chordates but also some simple animals such as echinoderms. These two groups are separated based on which opening of the digestive cavity develops first: mouth or anus. The word protostome comes from the Greek word meaning “mouth first,” and deuterostome originates from the word meaning “mouth second” (in this case, the anus develops first). The mouth or anus develops from a structure called the blastopore (Figure 3). The blastopore is the indentation formed during the initial stages of gastrulation. In later stages, a second opening forms, and these two openings will eventually give rise to the mouth and anus (Figure 3). It has long been believed that the blastopore develops into the mouth of protostomes, with the second opening developing into the anus; the opposite is true for deuterostomes. Recent evidence has challenged this view of the development of the blastopore of protostomes, however, and the theory remains under debate. Another distinction between protostomes and deuterostomes is the method of coelom formation, beginning from the gastrula stage. The coelom of most protostomes is formed through a process called schizocoely, meaning that during development, a solid mass of the mesoderm splits apart and forms the hollow opening of the coelom. Deuterostomes differ in that their coelom forms through a process called enterocoely. Here, the mesoderm develops as pouches that are pinched off from the endoderm tissue. These pouches eventually fuse to form the mesoderm, which then gives rise to the coelom. The earliest distinction between protostomes and deuterostomes is the type of cleavage undergone by the zygote. Protostomes undergo spiral cleavage, meaning that the cells of one pole of the embryo are rotated, and thus misaligned, with respect to the cells of the opposite pole. This is due to the oblique angle of the cleavage. Deuterostomes undergo radial cleavage, where the cleavage axes are either parallel or perpendicular to the polar axis, resulting in the alignment of the cells between the two poles. There is a second distinction between the types of cleavage in protostomes and deuterostomes. In addition to spiral cleavage, protostomes also undergo determinate cleavage. This means that even at this early stage, the developmental fate of each embryonic cell is already determined. A cell does not have the ability to develop into any cell type. In contrast, deuterostomes undergo indeterminate cleavage, in which cells are not yet pre-determined at this early stage to develop into specific cell types. These cells are referred to as undifferentiated cells. This characteristic of deuterostomes is reflected in the existence of familiar embryonic stem cells, which have the ability to develop into any cell type until their fate is programmed at a later developmental stage. The Evolution of the Coelom One of the first steps in the classification of animals is to examine the animal’s body. Studying the body parts tells us not only the roles of the organs in question but also how the species may have evolved. One such structure that is used in classification of animals is the coelom. A coelom is a body cavity that forms during early embryonic development. The coelom allows for compartmentalization of the body parts, so that different organ systems can evolve and nutrient transport is possible. Additionally, because the coelom is a fluid-filled cavity, it protects the organs from shock and compression. Simple animals, such as worms and jellyfish, do not have a coelom. All vertebrates have a coelom that helped them evolve complex organ systems. Animals that do not have a coelom are called acoelomates. Flatworms and tapeworms are examples of acoelomates. They rely on passive diffusion for nutrient transport across their body. Additionally, the internal organs of acoelomates are not protected from crushing. Animals that have a true coelom are called eucoelomates; all vertebrates are eucoelomates. The coelom evolves from the mesoderm during embryogenesis. The abdominal cavity contains the stomach, liver, gall bladder, and other digestive organs. Another category of invertebrates animals based on body cavity is pseudocoelomates. These animals have a pseudo-cavity that is not completely lined by mesoderm. Examples include nematode parasites and small worms. These animals are thought to have evolved from coelomates and may have lost their ability to form a coelom through genetic mutations. Thus, this step in early embryogenesis—the formation of the coelom—has had a large evolutionary impact on the various species of the animal kingdom.

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“Climate change is a threat to human well-being and planetary health,” the United Nations’ Intergovernmental Panel on Climate Change (IPCC) wrote in a new report. The report issued a dire warning about the pace of global warming but acknowledges that humans are making progress toward reversing climate change. “There is a rapidly closing window of opportunity to secure a livable and sustainable future for all.” The IPCC published its Synthesis Report that summarizes its research during the sixth climate assessment process, which will guide policy debates ahead of and at the Conference of Parties 28, which will take place in Dubai in November. A summary of findings across a wide range of research, the new report calls for an end to fossil fuel extraction to prevent humanity from overshooting its remaining carbon budget — the amount of CO2 that can be emitted before a catastrophic increase in global temperatures happens, which would lead to a collapse of civilization. The IPCC lays out a collection of recommended steps to lower greenhouse gas levels and reach net-zero emissions before 2050, earlier than most governments have targeted. The critical step is a rapid wind-down of the use of fossil fuels, which the IPCC points out still receive more funding than climate adaptation and mitigation projects. “Humanity is on thin ice – and that ice is melting fast,” UN Secretary-General António Guterres said in a statement. “But today’s IPCC report is a how-to guide to defuse the climate time bomb. It is a survival guide for humanity. As it shows, the 1.5-degree limit is achievable.” According to the report, between 1850 and 2019, humanity spewed into the atmosphere four-fifths of the total carbon it can release without disastrous consequences. Average global land temperatures have climbed by an average of 1.59°C (2.82°F) since 1850, and the air over our oceans is only 0.88°C (1.58°F) warmer, because the water cools the air above. But the oceans, which function as a heat sink for the planet and its atmosphere will take longer to cool once we reach net-zero emissions, threatening centuries of sea level rise. The IPCC writes that the remaining carbon budget allows for about 500 gigatons of CO2 to be released if we want to avoid warming over 1.5°C. At 2019 emissions levels, which were 59.1 gigatons, we have about 8.4 years of emissions left. During the pandemic, emissions fell to about 49.4 gigatons. If we maintain or lower emissions further, there’s a decade left before the worst irreversible consequences of climate change are expected. Sea level rise caused by glacial melting in Greenland and Antarctica will become a perennial problem, reaching up to 1.01 meters (3.3 feet) by 2100. At this level, rising oceans would inundate many of the world’s ports, interrupting global supply chains for years as sea walls were built and port facilities raised to higher elevations. The report also explains that between 3.3 billion and 3.6 billion people are in regions that will be heavily impacted by climate change, including increased incidence of drought, severe storms, extreme heat, and water shortages that will be 15 times worse than in other regions. Every additional increment of warming is predicted to multiply the severity of human suffering and mass extinctions of other species, and increase the chances of irreversible damage to the environment in which humans evolved. According to the UN, carbon capture programs — both natural and technical — will be necessary to accelerate a return to pre-Industrial CO2 levels once net-zero emissions are achieved. Massive investments in climate adaptations, as well as in carbon removal and storage, will be necessary. Here, however, the report strikes a hopeful note, saying: There are feasible adaptation options that support infrastructure resilience, reliable power systems and efficient water use for existing and new energy generation systems. Energy generation diversification (e.g., via wind, solar, small scale hydropower) and demand-side management (e.g., storage and energy efficiency improvements) can increase energy reliability and reduce vulnerabilities to climate change. The report can be summarized briefly but the work it describes may take decades or centuries, depending on how bad we let carbon emissions get. If we can minimize our extraction of virgin resources from the planet by reusing what we have already taken out of the ground, powering our industries with solar energy (and wind, which is driven by solar activity), we can avoid the worst impacts of climate change and start to reverse the damage. It is a multi-generational project that today’s living generations can make real with individual and collective decisions to create change. The IPCC points to encouraging signs of progress but expresses concern about whether there is the political will to make the investments necessary. The Steps We Can Take Together The hopeful will take encouragement from the report, which quantifies the potential emissions reductions from successful changes in lifestyles. If we shift to solar and wind energy, and connect that generation capacity to a resilient modern electrical grid, humans can reduce their energy-related CO2 emissions by 73%. Secretary-General Guterres suggests that coal should be phased out by 2030 in advanced economies and sets a 2040 end date for coal burning worldwide, a goal China and other countries are ignoring as they approve new coal projects. By shifting to a plant-centric diet and reducing food waste dramatically, food-related emissions would fall by as much as 44%. The IPPC suggests consumers can drive this transition by shifting to healthier diets, choosing sustainably produced produce and proteins, and supporting reforestation and ecosystem restoration. In particular, regenerative agricultural practices, which restore complex soil systems with no-till strategies, would contribute to capturing gigatons of CO2 naturally. Changing our preferences in the use of wood and paper will contribute to preserving old growth forests, which are more efficient carbon sinks than restored forests. A rule of thumb for paper use would, as with plastic, focus on avoiding single-use forms of paper, from the bathroom to packaging, as well as at home and in the office. Switching to electric vehicles for personal and business use would eliminate 67% of transportation-related emissions. Upgrading buildings with improved insulation and efficient heating and cooling systems could reduce emissions from our built environment by 66%. Unfortunately, the construction sector’s emissions have been rising to new historic highs since the pandemic began. The report suggests that electrifying manufacturing and reducing waste can eliminate 29% of human industrial emissions. In another recent study, the consultancies Deloitte and Circle Economy argue that making our economy circular by reusing all the materials we use in manufacturing can reduce the overall environmental impact of modern living by 30%. The Good News In addition to the dire warnings, the IPCC points to significant progress among governments that have agreed to sweeping environmental treaties in recent months, as well as the improving environmental performance in parts of the private sector. “Feasible, effective, and low-cost options for mitigation and adaptation are already available” to convert to low- and zero-emissions technologies, improve the efficiency and resilience of human infrastructures, and to address the socioeconomic challenges that come with a rapid transition to a new form of energy. And others share that optimism. Science fiction author Kim Stanley Robinson said during a Green Change of Marin County webinar in January that “If I’d written [about the Montreal Biodiversity agreement] as happening in a science fiction novel by the year 2023, no one would have believed it, but it happened in 2022. Things are happening that I would not have believed would have happened when I wrote Ministry for the Future in 2019.” There is good news, and it’s building. The new IPCC report will alarm those who have not been paying close attention to the state of the Earth’s climate. But the signs of progress reported in the Sixth Synthesis Report are encouraging. We need to build on that momentum by pressing harder for our cities and the companies we rely on to make rapid improvements in their environmental performance. The work is far from done. Each of us can add our voices to those of the scientists and policymakers working with the United Nations, and call for more investment in a green, prosperous world we can hand down to future generations.

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We are surrounded by electromagnetic fields, they are everywhere. We cannot see them and we cannot hear them so unless they are causing a problem, it is not something that we necessarily focus upon. Every electric or electronic device emits electromagnetic radiation and some of the electromagnetic radiation comes from natural sources. In a world where most of us use laptops, mobile phones, tablets, TV and more, our ever increasing use of technology is creating more and more in the way of electromagnetic radiation. You may become aware of electromagnetic fields as they can cause interference between technological devices, you may notice a noise or a picture interference on a device and the problem can cause devices to function below capacity, can cause damage to the device or cause it not to function at all. For example if you place your cell phone beside the speakers for your computer, the speakers may hiss or buzz. Industry, business and government departments have to be increasingly aware of the potentially very serious risks to security equipment, hospital life saving equipment, controls for aviation and transport and in fact devices across the entire infrastructure. EMI RFI shielding techniques can simply be a nuisance or it can be potentially life threatening. Many people are concerned regarding the effects that exposure can have for their health. This interference is known as electromagnetic interference (EMI), or if it is in the radio frequency range, (RFI). EMI travels along wires and circuits while RFI is the noise which travels as radio waves. It is essential that devices have the capacity to work properly and as such most countries have introduced certain requirements for devices. They must be able to work correctly when they are subjected to an amount of EMI and the requirements also state that a device should be ‘insulated’ in a way so as not to emit beyond a certain measured amount of EMI which could interfere with other devices. Manufacturers must comply with the requirements. The process by which devices can work alongside each other is known as electromagnetic compatibility (EMC). In order to achieve electromagnetic compatibility, a technique known as electromagnetic shielding has to be employed. EMI shielding techniques are used to effectively isolate the device from the effects of external EMI sources and to prevent the device interfering with other devices, by providing a barrier. Electromagnetic shielding uses a specialist type of material capable of blocking out the electromagnetic fields. Metals such as copper, aluminium, stainless steel and zinc can be employed for this purpose. Shielding is used on cables and also on enclosures. Shielding techniques include - Enclosing equipment in a material which is capable of absorbing EMI - Using a coating which can be sprayed on the enclosure of a device - The use of filters which are designed to block the incoming and outgoing interference - The use of gaskets which can be made of rubber materials and used to seal joints - RF absorbing materials for RFI - Fabric combined with a metal can be used to protect rooms - Using wire devices can be used to protect yourself as can minimising the number of devices that you use - Keeping a distance between you and the devices that you use Different devices will require different techniques and materials and it is a matter for the professionals to decide on the most appropriate technique or material for the purpose.

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The PSR program course content series builds from year to year around four themes: - What Catholics Believe - How Catholics Worship - How Catholics Live - How Catholics Pray An introduction to the scope and sequence of each grade level is as follows: God’s love creates the universe including all people and family. Children are introduced to Jesus as the greatest sign of Gods love and begin to express love of Jesus. Children learn that we belong to a community known as a Church. Children begin to learn how we live and pray as a Catholic Community. Building on first grade, children grow in understanding of themselves as part of a Catholic Community including preparation for the Sacraments of Reconciliation and Eucharist. Children continue to grow in understanding of themselves as members of the Church. They learn in depth the four marks of the Catholic Church and begin to see the connection of the Church’s mission to the wider world. Students learn of God’s existence as one in three: God, Son and Spirit. Students will participate in the Sacrament of Reconciliation this year, typically during Lent. Students are introduced to an in-depth study of The Sacraments as God’s Gift: Baptism, Confirmation, Eucharist, the Sacraments of Healing and the Sacraments of Service. Students are taken on a journey to the roots of our Catholic faith through a study of the Old Testament. Students learn the story of the Exodus and the role of the Prophets as calling a people to grow in faithfulness to God. Students will participate in the Sacrament of Reconciliation this year, typically during Lent. Students learn about Jesus via key theological terms such as the Incarnation and Paschal Mystery. Students learn about Jesus ministry on earth in announcing the Kingdom of God. Students are invited to a deeper understanding of Church via historical development from the initial days of following The Way, through times of persecution, to medieval expression in theology and cathedrals, on to the Reformation and church councils.

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On August 7, 1996 headlines across the country emblazoned the news that NASA had identified evidence of life on Mars. A meteorite named AHL84001 had been found in the Antarctic and was studied by a team of ten NASA and Stanford University scientists. Their conclusion was that life was present on Mars some 3.6 billion years ago. 1 The meteorite was thought to have been catapulted off the Martian surface into space by a comet or asteroid and eventually found its way to earth some 13,000 years ago. Microscopic examination of the specimen showed polycyclic aromatic hydrocarbons which they believed to be associated with fossilized microorganisms from Mars. Microscopic examination showed an elongated beaded structure thought to resemble a fossilized microorganism. The media roundly endorsed the findings, and then-sitting President Clinton celebrated its significance. However, I remember that I had a few questions about their conclusions. The United States had previously landed both Viking 1 and Viking 2 space crafts on the surface of Mars in 1975. Both probes sent back panoramic photos of the Martian surface, which demonstrated only rocks and dust. The two probes also tested soil samples. There were no signs of life. I was also puzzled how one could assure that an Antarctic rock originated from Mars rather than from some other source. Even a thermonuclear explosion here on earth does not catapult debris into outer space. How did the rock get here from Mars? Also does the finding of polycyclic aromatic hydrocarbons guarantee that the only source was a living organism? Remarkably, the response by the scientific community did not endorse NASA’s conclusion. Several scientists claimed that “polycyclic aromatic hydrocarbons” can be formed naturally and do not support the presence of life on Mars. 2 Since 1996, there have been several Mars Rovers placed on the Martian surface which have completed more advanced chemical analysis of soil and rocks. No signs of life have been identified. The stunning announcement of 1996 has since fizzled and is no longer a topic of discussion. However, the incident raises several questions to ponder. The first issue is why the media so willingly endorsed the claim of extraterrestrial life? Perhaps our culture is inundated with movies, books, television programs, stories of UFOs etc. that depict aliens of various sorts and make this belief easier to accommodate. Perhaps Darwinism is so widely accepted that the presence of life on Mars would only serve to verify the theory. The second issue raises the age-old debate: Are we alone? Is there life out there? There has been an ongoing effort by scientists and some government-sponsored entities to detect extraterrestrial life or intelligence since the 1960s. In our own solar system “neighborhood,” the effort to look for extraterrestrial life has resulted in placement of probes on the surface of the moon, the planets Venus and Mars, and the Saturn moon Titan. The Apollo moon landings five decades ago did not give evidence of life on the moon. The Soviet Union landed two probes (Venera 13 and 14) on the surface of Venus in the early 1980s. The Venera photos show a stark wasteland of rock and dust. 3 In 2005, the European Space Agency and NASA landed a probe on the Saturn moon Titan. Photos of the descent and landing show a deserted wasteland with no sign of life. There have been numerous probes that have either landed on or strolled across the surface of Mars, but life has not been identified in the search. There has been some discussion about the Saturn moon Enceladus being a possible habitat for life, as it has an ocean of water covered with ice. However, extraterrestrial intelligent life (or microscopic life) has not been identified anywhere in our solar system. The next frontier for exploration was to examine the stars. The search for extraterrestrial life came to the scientific forefront in the early 1960s by Professor Frank Drake working out of Cornell University. He was the first scientist to point a radio telescope at a star and listen for intelligent signals. Since that time, there have been numerous projects that have listened to outer space, with each project being more expansive and technically advanced than its predecessor. These endeavors stretch the expanse of our country, ranging from multiple cooperating locations and university affiliates. Project Big Ear Radio Observatory in Ohio listened for extraterrestrial radio signals from 1973 to 1995. This effort was continued by Project Phoenix which examined about 800 nearby star systems for intelligent signals from 1995 to 2015. The High Resolution Microwave Survey scanned millions of frequencies from 1992 to 1993. Under the direction of the University of California at Berkeley, Project Serendip worked out of the Arecibo Observatory in Puerto Rico from 2009 to 2016. In 1984, the SETI Institute was created with the sole purpose of coordinating the search for extraterrestrial intelligence. Board members included Dr. Frank Drake and Dr. Carl Sagan. The institute continues today working out of the Carl Sagan Research Center in Mountain View California. The SETI Institute, in cooperation with the University of California at Berkeley, designed and built the Allen Telescope Array (ATA) in Shasta County California. The ATA, an array of 42 radio telescopes, functions for the sole purpose of searching for extraterrestrial intelligence. The ATA has been augmented and enhanced over the years and is currently still operating. It has the unusual capacity to scan large areas of the sky for signals in relatively short periods of time. The array generates an enormous volume of data which requires processing by complicated computer analysis. Computers peer into the data looking for signals that have either a narrow bandwidth or other signs of intelligence. In 1999, SETI@home was launched by the SETI Institute to engage in open-source research and to allow access and use of personal computers to assist with their calculations. Personal computers are voluntarily accessed via the internet when not being used by the owner. As of March 2020, over 91,000 active users assist the project with their home computers. 4 This enormous computing capacity helps process the data in the search for signs of life. In 2016 project Breakthrough Listen, under the direction of the SETI Institute, started a 10-year survey of over one million of the closest stars in about 100 galaxies. Project Breakthrough Listen feeds small segments of their data to individual home computers for processing. Much of the accumulated signal has been able to be processed by the SETI@home network. A typical signal from outer space represents a signal strength as a function of time, somewhat like a wavy line moving across a computer screen. A signal may be grouped in limited time periods lasting about 1–2 minutes to facilitate computer processing. The signals are then subjected to a mathematical transformation called “Fast Fourier Transform.” This transformation results in a three-dimensional graph of signal strength as a function of both time and frequency in Hertz. 5 Each of the resulting signal spikes requires separate complicated processing. These mathematical manipulations necessitate a robust computing capacity. The reader may not be familiar with mathematical processing, but it underscores the need for a large computing capacity to analyze the data for signs of intelligence. It is somewhat akin to a computer finding the sound of a soft violin in front of the noise of Niagara Falls. The scientists of project Breakthrough Listen have been processing signals from space for many years. Along with the numerous other SETI projects, the search for extraterrestrial life has endured now for 60 years. Have any of these multiple searches indeed found evidence of extraterrestrial intelligence? I will quote from the SETI website: “No.” They are honest about their findings, and they anticipate that further searches will at some point be successful in identifying extraterrestrial intelligence. This brings us to the famous Drake Equation put forth by Professor Frank Drake in 1961, which serves to calculate the number of extraterrestrial intelligences that might populate our universe. The equation is as follows: 6 N = R* ⋅ fP ⋅ ne ⋅ fl ⋅ fi ⋅ fc ⋅ L , N is the number of intelligent civilizations, R* is the rate of star formation, fP is the fraction of stars that have planets, ne is the number of planets that could support life, fl is the fraction of planets that develop life, fi is the fraction of planets with life that develop intelligence, fc is the fraction of civilizations that develop communication, and L is the mean length of time that civilization can communicate. Dr. Drake himself estimated that N represents about 10,000 intelligent civilizations. With the identification of numerous planets outside of our solar system by modern astronomers, it seems likely that our universe has a significant number of planets that could occupy the “habitable zone” of appropriate distance from a sun. Such planets would be neither too hot nor too cold to support the presence of life. A small percentage may actually have water. One can argue that all of the factors in the Drake equation represent a non-zero entity except one, fi, the fraction which represents those planets that develop life. That is, the fraction of planets where life develops randomly from the inorganic chemicals found on that planet. Science has advanced to the point where the exact chemical structure of proteins, enzymes, cell walls, cell receptors, energy cycles, DNA, ribosomes, etc. is known. The biochemical processes of an early primitive organism such as bacteria are known in exquisite detail. The DNA sequencing, the metabolic pathways, and the process of replication are all understood. So the question arises: In what sequence does the random addition of simple molecules lead to the development of life? In what order does random chance need to position the inorganic to result in the living? The question is not one of general theories, but of the specifics for each chemical step. Despite all the scientific community’s collective efforts and resources, no one has the answer to this question. We have a situation in which modern science does not have an answer for a basic factor of the Drake equation, but random processes are proposed to solve the problem for us. Science cannot answer the question, but randomization can. This is counterintuitive. Where in our experience do we see this happen? Do cars or cell phones randomly assemble themselves? Do bricks positioned on an empty property synthesize a house? Of course not. If fl is zero, then N is zero also. The search for extraterrestrial intelligence has been up to now unproductive for over 60 years. Extensive and complicated searches have not yielded evidence for other civilizations in the stars. SETI enthusiasts believe that their search will be successful in due time. Could it be that their lack of success is because there is no extraterrestrial life? The obstacle of inorganic molecules being incapable of organizing themselves into life would be the same obstacle in a distant galaxy. Are not the rules of chemistry the same throughout our universe? The search for extraterrestrial intelligence will certainly continue in our current scientific climate. Nonetheless, their continued lack of success should stimulate questions about why this is the case. The Apostle Paul in the last chapter of his final letter states: For the time will come when people will not put up with sound doctrine. Instead, to suit their own desires, they will gather around them a great number of teachers to say what their itching ears want to hear. They will turn their ears away from the truth and turn aside to myths. But you, keep your head in all situations, endure hardship, do the work of an evangelist, discharge all the duties of your ministry. 2 Tim. 4:3–5 In my personal view of this debate, all living things on earth were created in the first week by God Himself. 7 Science cannot reproduce His work. How much less can this be accomplished by mindless chance? The prospect of success for the SETI program seems analogous to a man standing before a mound of bricks, looking for an edifice to appear. - 1McKay DS, Gibson EK, Thomas-Keprta KL, Vali H, Romanek CS, Clemett SJ, Chillier XD, Maechling CR, Zare RN (1996) Search for past life on Mars: possible relic biogenic activity in Martian meteorite ALH84001. Science 273 (5277): 924–930. doi: 10.1126/science.273.5277.924 - 2Shearer CK, Papike JJ (1996) Evaluating the evidence of past life on Mars (Technical Comment). Science 274 (5295):2121 - 3NASA Science (2021 Mar 17) The surface of Venus from Venera 13. https://science.nasa.gov/surface-venus-venera-13 Accessed 2022 Jul 20. - 4See https://setiathome.berkeley.edu/top_teams.php for the extensive list of teams participating in SETI@home. Accessed 2022 Jul 20. - 5See https://setiathome.berkeley.edu/sah_glossary/fft.php for a description of the SETI@home Fast Fourier Transform (FFT). - 6Howell E (2018 Apr 05) Drake equation: Estimating the odds of finding E.T. https://www.space.com/25219-drake-equation.html - 7See Genesis 1 of the New International Version, Biblica, https://www.biblica.com/bible/niv/genesis/1/ Accessed 2022 Jul 20.

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The most common domestic hive is the movable Langstroth type, made up of stacked boxes. Each box contains tray-like frames made of wax or plastic, which slide in vertically and provide a base for the wax honeycomb cells. Honey is deposited in the upper boxes, and the lower boxes house the queen and most of the bees. After the beekeeper has removed the honey, the frames are usually returned to the hive so more honey can be deposited. Workers begin the beehive by building a lattice of beeswax – a honeycomb. Its cells will contain the growing young and store honey and pollen. Building is hard work – it takes as much food to make a kilogram of beeswax honeycomb as it does to produce 8 kilograms of honey. It has been estimated that bees have to fly the equivalent of 1,160,000 kilometres to produce 1 kilogram of beeswax. Workers use wax taken from 12–17-day-old worker bees, which secrete the wax from glands on the underside of their abdomen. The size of the glands depends on the bee’s age. For wax secretion to occur, the temperature in the hive has to be 33–36°C. In commercial hives, beekeepers recycle most of the beeswax so the bees can concentrate their energy on making honey. The life of worker bees Worker bees have a busy but short life, the duration of which depends on the season – four or five months in winter, but only six weeks in summer. Having just emerged from egg, larva and pupa stages, adult workers stay inside the hive. They clean previously used cells so they are ready for new eggs, feed larvae, build honeycombs and store food. Food storage involves sealing dried honey into cells with a wax cap. Pollen brought into the hive for feeding the brood is also stored. It is blended with a small amount of honey to prevent spoiling, then the mixture is firmly packed into comb cells. The term honeymoon came from the old custom of giving newlyweds mead (an alcoholic drink made of fermented honey) for the first 30 days of their marriage. Young nurse bees (workers 3–5 days old) feed worker larvae ‘beebread’ made of pollen and honey. Advanced nurse bees (workers 6–11 days old) feed royal jelly to the queen larva and to drone and worker larvae which are 1-3 days old. Drones do not feed themselves – they are fed on demand by workers. The next phase of the worker’s life is to take a short turn at ventilating and guarding the hive. They fan the hive to cool it during the day and dry the honey at night. To guard the entrance of the hive, workers check incoming bees to ensure they have the correct odour and are bringing in food. Strangers are attacked and may be killed. The final period of a worker’s life is spent foraging for nectar and pollen.

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Why do you think it is important to know informational text? Reading informational text allows students to develop sophisticated comprehension skills, build critical content knowledge and vocabulary, and apply higher-order thinking skills. Challenging informational text may require scaffolding and teaching new reading strategies so students can access the text. What comes first policy or procedure? The procedure is the step-by-step instructions for how to complete the task. This would be the exact turns a driver would take as they drive to reach a destination. This is the final step in the policy, process and procedure implementation. What is the purpose of the procedure text? Procedure text is a text that explains or helps us how to make or use something. Its social function is to describe how something is completely done through a sequence of steps. Communicative purpose of this text is to describe how something is made through a sequence of actions or steps. How can you tell if something is informational text? Informational text is: - text used to inform readers about a topic. - noticeable due to its features: bold headers, organized sections, and detailed information. - found in magazines, text books, brochures, and flyers. What makes an effective policy? Effective policies are actionoriented guidelines that provide guidance. They provide enough detail to direct behavior toward a specific goal or objective but are not so detailed that they discourage personnel from following the policy. A policy may be timely and correct but not properly enforced by management. What is purpose of a procedure? Procedures are designed to help reduce variation within a given process. Clearly stating the purpose for your procedure helps you gain employee cooperation, or compliance, and it instills in your employees a sense of direction and urgency. New Release of “How to Write a Policies and Procedures Manual” is now available. What are the characteristics of a policy? Good policy has the following seven characteristics: - Endorsed – The policy has the support of management. - Relevant – The policy is applicable to the organization. - Realistic – The policy makes sense. - Attainable – The policy can be successfully implemented. - Adaptable – The policy can accommodate change. What are common elements found in procedural texts? a section of definitions. a page of success stories. a series of steps. How would you describe procedural text? Procedural texts list a sequence of actions or steps needed to make or do something. Typical examples of procedural texts include recipes, science experiments, assembly manuals or instructions for playing games. Which of the following is an example of an informational text? Informational texts include the following media examples: news; magazines; advertisements/commercials; documentaries; and movies. What should a procedure include? Here are some good rules to follow: - Write actions out in the order in which they happen. - Avoid too many words. - Use the active voice. - Use lists and bullets. - Don’t be too brief, or you may give up clarity. - Explain your assumptions, and make sure your assumptions are valid. - Use jargon and slang carefully. Whats the difference between process and procedure? Process: “a series of actions or steps taken in order to achieve a particular end.” Procedure: “an established or official way of doing something.”

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J. William T. "Bill" Youngs, American Realities, Volume Two: Historical Episodes from Reconstruction to the Present, Chapter Twelve "Martin Luther King Jr." courtesy of the Wikipedia Commons 12. The Civil Rights Movement This essay begins by surveying early civil rights activities including the formation of the NAACP. We then focus on events in Montgomery that began the modern civil rights movement and the events in Birmingham that tipped the balance of public support towards a civil rights bill. We follow Martin Luther King, Jr. career through these episodes and read his classic statement about the evils of segregation in the letter from Birmingham jail. Author reads from the Text King’s method consisted of nonviolent resistance to oppression. He regarded the civil rights movement as a great moral struggle between the oppressor and the oppressed; the villain was the person who lived by injustice, and the hero was the person who resisted tyranny without being degraded by it. Cowards ran from injustice; knaves became corrupted in fighting it. But the virtuous won the struggle by forcing the oppressors to reveal their cruelty to the world; for when the cruelty of segregation was fully exposed, no right-thinking person would accept its continuation. At Birmingham, King believed, the mindless villainy of segregation had been revealed in all its tawdry colors, and the heroic persistence of integration had won a great moral and political victory.

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Amador County lies in California's Sierra Nevada foothills, and has a Mediterranean climate with hot, dry summers and cool, wet winters. Summer temperatures average around 80-90 degrees Fahrenheit while winter temperatures can dip to as low as 20 degrees Fahrenheit. The area receives an average of 25 inches of rainfall annually, most of which occurs between November and March. During the summer months, thunderstorms are common due to atmospheric instability caused by the large temperature contrast between the hot desert air to the east and cold air from the coast to the west. It's also important to note that Amador County lies in a high fire risk area due to its lack of humidity and abundance of dry vegetation. Amador County, California gets 35 inches of rain, on average, per year. The US average is 38 inches of rain per year. Amador County averages 5 inches of snow per year. The US average is 28 inches of snow per year. On average, there are 259 sunny days per year in Amador County. The US average is 205 sunny days. Amador County gets some kind of precipitation, on average, 68 days per year. Precipitation is rain, snow, sleet, or hail that falls to the ground. In order for precipitation to be counted you have to get at least .01 inches on the ground to measure. Summer High: the July high is around 93 degrees Winter Low: the January low is 36 Rain: averages 35 inches of rain a year Snow: averages 5 inches of snow a year

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In Year 2 we have been using domino cards to help us with odd and even numbers, shapes, place value and multiplication. This was one of the best Mathematic lessons ever! As part of our unit on measures we worked in small groups to use the scales to measure objects in class. Some of us worked with Mrs McGrail and Mrs Turner to read scales on the computer. We were measuring mass and used the units of grams and kilograms. We did our Maths session outside and used a ruler to measure in cm. We had to draw lines on the playground that were certain lengths. Some of us worked with Mrs McGrail and Mrs Turner to measure leaves and twigs. We worked in pairs to order the number cards from the smallest to the largest. We even used the ipad and took the pictures ourselves! Have a look at our great work!

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The Livonian Order originally possessed a castle in Poide, but when it was destroyed during the mass uprisings on the Night of St. George in 1343, they realized the need to rebuild. They chose the plot of land on Vaike River for its suitable harbor. Books that have been preserved by the Order chronicle the construction of the Maasi Fortress at Saaremaa, as was written by the Brothers of the Order, and its subsequent renovations and additions. Upon further research, however, it has been found that the building’s construction went on for such a long period, that two of these Brothers passed away before its completion. In fact, the entire construction is said to have lasted at least 200 years. Research into the walls of the fortress that still stand has revealed that the fortress was comprised of a center square tower that was encased by loosely-shaped fortification walls. It is also written that, aside from needing a new stronghold, the Livonians used the construction of Maasi as a punishment to native Saaremaas. It is said that these natives were responsible for the aforementioned mass uprisings that destroyed the Livonian Order’s original stronghold at Poide, killing all of the Germans. The German name given to Maasi was Soneburg, which means ‘punishment fortress’ – or prison. It was meant to be a place to imprison those that had cost the Livonian’s so dearly. It is thought, based on the history of the structure, that there were two main stages of construction, the first of which was the building of a single story castle with three rooms, each of which had vaulted ceilings. At the corner joists, cannon towers rose towards the sky, and were not roofed. Denmark and Sweden’s politics eventually sealed Maasi’s fate. The then-King of Denmark, Frederick, bought the lands of Saaremaa, thereby purchasing the Maasi Fortress, as well. Twice Sweden was able to regain control of the fortress; however, Frederick finally ordered in 1576 that the fortifications of Maasi were to be destroyed once and for all. Recently, the Estonian preservationists have begun to clean the area and work towards a conservation plan for the ruins of Maasi. The Maasi Fortress’ ruins can be found at the 4km market on Orissaare Road, about 1500 feet north.

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- Skimpflation is a situation where firms – in response to higher costs – reduce the quality of a good/service. Skimpflation means consumers get less for the same price. - Skimpflation is related to inflation in that rising prices and costs in the economy lead to lower living standards for consumers. The difference is that although prices do not rise directly, you would effectively have to spend more to get the same service that you did before. Examples of Skimpflation - Airlines reducing the number of air stewards and therefore giving consumers less service during a long haul flight. - Phone companies reduce the number of workers in call centres so that when you ring up with a technical problem, it takes longer to get through. - Bicycle shops no longer give free check-up of bikes a month after buying new bike because they are so busy. - Hotels not providing waiter service, but relying on customers to do self-checkouts for breakfast and maels. Causes of Skimpflation - Rising prices and rising costs. If a firm faces rising costs of production, then the typical response is to increase prices. However, if market conditions are very competitive, firms may be reluctant to increase prices because they would lose market share. Therefore, they save costs by reducing the quality of the service for the product. - Shortage of labour. In 2021, many workers have resigned from their jobs and firms have struggled to fill labour vacancies. In this climate, wages have started to rise. But, trying to keep costs down, firms have an incentive to try and make do with fewer workers. Fewer workers enable costs to remain low and avoid price increases, but the drawback is that it will lead to lower service standards. Related concept – Shrinkflation - Shrinkflation. Shrinkflation is a very similar concept. Shrinkflation is when firms reduce the size of the product, rather than increase the price. For example, a firm may reduce the size of a chocolate bar from 50grams to 40 grams in order to be able to keep the same price.

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Electrical Switch Symbols A switch is one of the most commonly found devices everywhere. You might find some of these around your household as you turn light or a fan on or off. Switches are an electrical device used to close or break the circuit. It will connect or disconnect appliances by interrupting the path of the current. Switches may be simple devices, but their selection is a whole process depending on what you need it for. To make matters simpler, there are three important things to consider in a switch: - Method of Operation Method of Operation SPST (Single Pole Single throw) This is the most basic kind of switch with one input and one output. It is also called a toggle switch. In our electrical software - EdrawMax, you can click the action button then click the Close Circuit menu item to close the circuit switch. You can double click to edit the text at the symbol. You can move the yellow control point to change the position of the text. SPDT (single pole double throw) This is a three-terminal switch. One terminal is input with two others as outputs. It is usually used in a three-way circuit. For example, to turn a light on or off from 2 different locations. DPST (double pole, single throw) This switch has two poles with two similar circuits side by side. With a single push, both circuits will turn on or off. It is mostly used to regulate 240V appliances. DPDT (double pole double throw) The DPDT switch is used anywhere that needs open or closed wiring. It is equal to 2 SPDT switches. Switch contacts have ratings for the current and voltage. There may be multiple ratings for AC and DC. If you want to use the switch for low voltage appliances, the rating will not matter. However, for high rated electronics, you check for the current rating in the switch. There are multiple terms used to describe contacts found in switches. A switch is off when it is open and on when it is closed. There may be numerous close positions in a switch. The simplest of the switches has one pole and one throw. This means it has one set of contacts and one switching position. A few of the terms you need to be familiar with are given below. Pole: The number of contact sets in a switch. Way: The number of conducting positions. This can be three or more. Throw: This can be either single or double and shows the number of conducting positions. There are many other switches you can explore and select according to the task you need it for. There is an endless number of switches and electrical symbols used to draw circuit diagrams and wiring plans. Some of them are more common than others, and a little knowledge about them will help you use them constructively. This means the circuit is complete, and the current is flowing. Special electrical switch to send messages in morse code. During high current spikes, it breaks the circuit to protect appliances. Used in control rooms, it is activated when it comes in contact with its actuator. The single pole double throw switch has 3 terminals with one common terminal. Double pole double through turns on and off two circuits at the same time using a common lever. Operates on the difference of current between the live and neutral wire. When the pulse counter reaches the specific level, the circuit completes. Double pole single throw switch turns on or off two circuits at one time. Double pole multi throw switch can connect to independent circuits that can be switched to multiple terminals. Between switching from OFF to ON, the switch takes some time. Delays while switching from ON to OFF and OFF to ON. Rotary switch in a closed position Rotary Switch in the open position. Pressing the push button will close (ON) the switch, and releasing it will open (OFF) it. The circuit usually remains closed. By pushing the button, the circuit opens, and when you release it, the course closes again. Makes or breaks contact when the timer runs out. Switch with a lever to stick connected to the base. A switch that detects the level of a liquid. Turns on or off depending on the rise and fall of the level. Soft starts fluorescent lamp. Made by packing multiple switches together in a dual inline package (DIP). Foot pedal switch used to operate heavy machinery. Closes and opens a circuit due to tilting motion. Sensor that detects an object in a close range. Switch one or more circuits at a time. Closed thermal (ON) switch at room temperature. Opens (OFF) as temperature rises above a certain level. Thermal switch opens at room temperature. Turns on when the temperature is increased. Alternate Symbols for Switches The following table lists alternate symbols for different states of switches, such as position switch, manual switch, push-button break switch, selector switch. |2 position switch |3 position switch |4 position switch |pushbutton make switch |shorting selector switch You can import new icons in EdrawMax in a few simple steps. Alternatively, you can create symbols and add them to your own symbol library. Step 1: Open a New Canvas Open EdrawMax software and click on File. Navigate through the [New] tab and select [Electrical Engineering], followed by [Basic Electrical] in the diagram pane. Then click on the [Plus] button. This will open a new canvas and ensure that only symbols related to a specific topic appear, for instance: electrical. Step 2: Add Symbols To Your Library After that, go to the [Symbols] tab and select the symbol you want to add. Right-click on it, and a pop-up menu will appear. Navigate through it and click [Add to my libraries] followed by [My Library]. The selected symbol will be added to the library. Step 3: Create Your Own Symbol If you cannot find a symbol that meets your needs, EdrawMax allows you to customize one. Draw the symbol on the blank canvas. You can add connectors, textboxes or even add, subtract and intersect it. After you are done, select it, and click on the plus-shaped icon to add a symbol from the canvas to the library. Step 4: Import Symbol From a Local File You can also use pre-made symbols saved locally on your computer. Go to the [Symbol] tab and click [Import Symbols]. A dialog box will open that allows you to browse and import different types of files. Click on [Import Image] to browse through your computer and select the symbol. Click [Open] to add it to your library. Tip: You can import Visio VSXX files into EdrawMax and build the symbol library. Step 5: Delete a Symbol from Library You can easily manage your symbol library by deleting those you don’t want anymore. Select the icon and right-click to open the menu. Click [Delete] to remove the symbol from the library. Use the above methods to add new icons in your library and remove the unneeded ones. EdrawMax is one of the top-selling wiring diagram makers that helps you create diagrams, drawings, and charts in a matter of minutes. The endless series of templates and industry symbols make it a professional-grade yet easy-to-understand tool Some of the features that make EdrawMax the best solution to your electrical drawing problems are listed below. Let’s have a look: An Assortment of Symbols EdrawMax features a gamut of industry-specific symbols that will help you make your diagram quickly. The symbols can be customized by changing their line styles and colors. The symbols can be rotated and resized. You can easily add switches, appliances and connect them to create your circuit diagrams within minutes. Customizable Professional Templates With EdrawMax, you do not have to start from scratch each time to make a circuit diagram. You can simply make use of its extensive template library that covers all categories of electrical engineering templates. With more than 280 diagram types, you will have a wide range of professionally designed templates to choose from. You can tweak and customize your templates to your liking, add text, and change color and styles. EdrawMax also offers sample diagrams where you just have to add text, and you’re done! Let's say you need to make a process flow diagram for water treatment. All you need to do is get this template and customize it according to your need. A noteworthy feature of EdrawMax is how easily both novice and professionals can use it. EdrawMax has an interface similar to that of Microsoft suite. Users find it incredibly easy to navigate because they are already familiar with the layout. For beginners, the built-in [Help] tab provides a detailed user manual that explains everything step by step. Along with that, the [FAQ’s] are a quick way to answer all your burning questions. If you are new to this software, you can also watch a quick video on making an electrical plan to get started. Without a doubt, EdrawMax is one of the most professional tools to aid your diagramming needs. You can use a template for a quick drawing or create your electrical plan using the available industry-standard symbols. It will help you create everything from a power transformer to the power lines and logic circuit. All-in-One Diagram Software - Superior file compatibility: Import and export drawings to various file formats, such as Visio - Cross-platform supported (Windows, Mac, Linux, Web) Understanding of switches and push buttons is a vital element for constructing electrical plans and diagrams. If you are new to electrical diagrams, we can give you some tips, especially while constructing a wiring plan. - While making a wiring diagram, just make sure you always draw enough outlets in every room, especially offices or bedrooms. - Position switches according to the furniture so that they are easily accessible. - Do not keep any live wires close by. - Make sure you plan everything, so there is no leakage or cross-connection. - Keep some outlets by the door for outdoor lighting. Other than that, the professional templates in EdrawMax will help you construct high-quality wiring plans in no time!

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Childhood obesity can be operationally defined as the presence of excess body fat in children, above the recommended levels for their age and height. Childhood obesity is a concerning global health issue that has gained attention in recent years. It refers to the condition of children having excessive body fat, which exceeds the recommended levels based on their age and height. This condition is a significant concern as it poses various health risks and can result in long-term consequences for the child’s physical and mental well-being. With the rise in sedentary lifestyles and unhealthy dietary habits, the prevalence of childhood obesity has increased significantly, making it essential to have a clear operational definition to effectively address and combat this issue. By defining childhood obesity operationally, healthcare professionals and policymakers can accurately measure and monitor its occurrence, design strategies for prevention and intervention, and evaluate the effectiveness of various interventions to tackle this growing concern. Understanding The Complexity Childhood obesity is a complex issue that requires an operational definition to effectively address it. A suitable statement could be one that quantifies the body mass index (BMI) of children and identifies a specific range that indicates obesity. The Multifaceted Nature Of Childhood Obesity Childhood obesity is a complex issue that involves various factors contributing to its prevalence. To truly understand the problem and its implications, it is essential to acknowledge the multifaceted nature of childhood obesity. Here are some key points to consider: - Genetic factors: Studies have shown that genetics play a role in determining a child’s susceptibility to obesity. Certain genetic variations can make it more likely for a child to gain weight and store excess fat. - Environmental factors: The environment in which a child lives greatly influences their risk of obesity. Factors such as easy access to unhealthy food options, sedentary lifestyles, and lack of safe outdoor spaces for physical activity all contribute to the rising rates of childhood obesity. - Socioeconomic factors: Childhood obesity disproportionately affects children from lower socioeconomic backgrounds. Limited access to affordable, nutritious food and opportunities for physical activity can significantly contribute to the problem. - Psychological factors: Emotional factors, such as stress, depression, and low self-esteem, can contribute to unhealthy eating habits and sedentary behaviors in children, leading to obesity. - Cultural factors: Cultural norms and practices related to food choices, meal patterns, and physical activity can also influence a child’s likelihood of becoming obese. Cultural beliefs and traditions shape the overall food environment and lifestyle habits within a community. Factors Influencing Childhood Obesity Understanding the factors that influence childhood obesity is crucial in developing effective strategies to combat this epidemic. Here are some key factors to consider: - Diet: Poor nutrition, including high consumption of sugary drinks, fast food, and processed snacks, contributes to excessive calorie intake and weight gain in children. - Physical activity: Sedentary behaviors, such as excessive screen time and lack of regular exercise, negatively impact a child’s energy balance and increase the risk of obesity. - Parental influence: Parents play a fundamental role in shaping a child’s lifestyle habits. Their food choices, mealtime routines, and physical activity levels greatly influence a child’s risk of obesity. - Socioeconomic status: Lower socioeconomic status is associated with higher rates of childhood obesity due to limited resources, including access to healthy foods and opportunities for physical activity. - Advertising and marketing: The marketing of unhealthy foods to children through various channels, including television, the internet, and social media, can heavily influence their food preferences and consumption patterns. - School and community environments: The school and community environments can either support or hinder healthy behaviors. Access to nutritious food options, physical education programs, and safe play areas can significantly impact a child’s risk of obesity. The Need For A Comprehensive Operational Definition To effectively address childhood obesity, it is imperative to have a comprehensive operational definition that encompasses the various dimensions of the problem. Here are the key reasons why a comprehensive operational definition is necessary: - Accuracy in measurement: A clear and well-defined operational definition ensures accurate measurement of childhood obesity rates, helping to track trends, evaluate interventions, and inform public health policies. - Consistency in research: A standardized operational definition allows for consistency in research studies, enabling comparisons across different populations, regions, or time periods. - Identification of high-risk groups: A comprehensive definition helps identify high-risk groups and target interventions accordingly. This allows for a more targeted approach to prevention and treatment efforts. - Holistic understanding: A comprehensive operational definition allows for a holistic understanding of childhood obesity, taking into account various determinants and influences. This understanding is essential in developing multifaceted interventions that address the root causes of the problem. By recognizing the multifaceted nature of childhood obesity, understanding the influencing factors, and implementing a comprehensive operational definition, we can work towards reducing its prevalence and promoting healthier lifestyles for children. Medical Perspective: Defining Childhood Obesity Childhood obesity can be defined as the excessive accumulation of body fat in children. This condition is typically determined by comparing a child’s body mass index (BMI) to age and gender-specific growth charts. Bmi As An Indicator Of Childhood Obesity Childhood obesity is a rising concern worldwide. To effectively tackle this issue, it is crucial to define childhood obesity from a medical perspective. One approach commonly used is assessing body mass index (BMI) as an indicator of obesity in children. Here’s what you need to know: - BMI is calculated by dividing a child’s weight (in kilograms) by their height (in meters squared). It provides a numerical value that corresponds to the child’s body composition. - A BMI above the 85th percentile is typically considered overweight, while a BMI above the 95th percentile indicates obesity. - Using BMI helps healthcare professionals identify children who may be at risk of developing obesity-related health problems. The Limitations Of Bmi As A Sole Measure While BMI has its merits, it is essential to recognize its limitations as a sole measure for defining childhood obesity. Here’s why BMI may not provide a comprehensive understanding: - BMI does not account for differences in body composition, such as muscle mass and bone density. For example, a child involved in sports activities may have a higher BMI due to increased muscle mass rather than excess body fat. - It fails to capture the distribution of body fat, which can play a significant role in determining obesity-related health risks. Central obesity, characterized by excess fat around the abdomen, poses a higher risk than fat accumulated in other areas. - Cultural and ethnic variations may influence the interpretation of BMI. Some populations may have different body compositions, which could lead to misidentifying obesity or overweight conditions. Health Risks Associated With Childhood Obesity Childhood obesity can have severe health consequences both in the short and long term. Understanding these risks is vital to address the issue effectively. Here are some significant health risks associated with childhood obesity: - Increased risk of developing chronic conditions like type 2 diabetes, high blood pressure, and cardiovascular disease. - Higher likelihood of experiencing joint problems, such as musculoskeletal discomfort and decreased mobility. - Greater susceptibility to psychological challenges, including low self-esteem, depression, and poor body image. - Elevated risk of developing respiratory issues, such as sleep apnea and asthma. - Potential impact on academic performance and social interactions, hindering overall well-being. It is important to approach childhood obesity from a comprehensive perspective, considering factors beyond BMI alone. By understanding the limitations of BMI as a sole measure, healthcare professionals can better assess the health risks associated with obesity in children and devise appropriate intervention strategies. Societal Perspective: The Social Determinants Childhood obesity can be defined as the condition of being significantly overweight during the early years of life. Childhood obesity is influenced by various societal factors that contribute to its prevalence. Understanding the social determinants of obesity is crucial in developing effective strategies to address this issue. In this section, we will explore the economic factors, access to healthy food options, and the influence of socio-cultural norms on childhood obesity. Economic Factors Contributing To Childhood Obesity: - Limited financial resources: Families with lower income may have restricted access to nutritious and affordable food options, leading to a higher consumption of energy-dense but nutrient-poor foods. - Food marketing and availability: The marketing of unhealthy foods, often high in fat, sugar, and salt, particularly targets children and can influence their food choices. In low-income neighborhoods, the availability of fast food outlets may be higher compared to grocery stores or farmers markets that offer healthier options. Access To Healthy Food Options And Its Impact: - Food deserts: Some communities lack grocery stores or farmers markets that provide fresh fruits, vegetables, and other healthy food options. This limitation forces residents to rely on convenience stores and fast food establishments that tend to offer less nutritious choices. - School food environment: Many children consume a significant portion of their daily meals at school. The availability of nutritious meals and snacks within school cafeterias can play a vital role in promoting healthy eating habits among students. Influence Of Socio-Cultural Norms On Childhood Obesity: - Cultural food preferences: Dietary norms and cultural traditions can influence the types of food consumed by children and their families. Some cultures may prioritize foods that are high in calories or have low nutritional value, increasing the risk of childhood obesity. - Screen time and sedentary behavior: Changing socio-cultural norms have resulted in increased sedentary behaviors such as excessive screen time and reduced physical activity levels among children. These factors contribute to energy imbalance and weight gain. Economic factors, access to healthy food options, and socio-cultural norms all play a significant role in shaping the occurrence of childhood obesity. By addressing these social determinants, we can work toward creating a healthier environment for children and reducing the prevalence of childhood obesity. Psychological Perspective: The Behavioral Factors Childhood obesity can be operationally defined as the presence of excessive body fat in children, which is measured based on specific criteria such as body mass index (BMI) percentiles for age and gender. This definition helps to identify and address the behavioral factors that contribute to this issue from a psychological perspective. Role Of Sedentary Lifestyles In Childhood Obesity: - Sedentary behaviors, such as excessive screen time and lack of physical activity, contribute to the increase in childhood obesity. - Spending long hours sitting and engaging in passive activities promotes weight gain and negatively impacts overall health. - Sedentary lifestyles reduce energy expenditure, leading to an imbalance between calorie intake and expenditure. Psychological And Emotional Factors Influencing Eating Habits: - Emotional and psychological factors can significantly influence a child’s eating habits, leading to obesity. - Stress, anxiety, and depression can trigger emotional eating, where children seek comfort in high-calorie, unhealthy foods. - Poor body image and low self-esteem can impact self-control and foster unhealthy relationships with food. Impact Of Advertising And Media On Childhood Obesity: - Advertising and media play a significant role in shaping children’s food preferences and consumption patterns. - Prevalent marketing practices promote unhealthy food choices, leading to the consumption of calorie-dense, nutrient-poor products. - Exposure to persuasive advertisements and endorsements can influence children’s perceptions and attitudes towards food. These specific behavioral factors, such as sedentary lifestyles, psychological and emotional factors, and the impact of advertising and media, all contribute to the growing concern of childhood obesity. Acknowledging and addressing these factors can be crucial in developing effective strategies to combat this alarming issue. By emphasizing healthier habits, promoting positive body image, and advocating for responsible marketing practices, we can work towards a healthier future for children worldwide. Legal Perspective: Addressing The Issue Addressing the issue of childhood obesity, it is crucial to define it operationally. The best statement for this purpose would be one that accurately describes the measurable indicators of obesity in children, such as body mass index (BMI) percentile for age and gender. Legally Addressing Childhood Obesity Childhood obesity is a growing concern, and governments are taking steps to address this issue through various initiatives and legislative measures. School policies and interventions also play a significant role in promoting healthier lifestyles. In this section, we will explore the legal perspective of addressing childhood obesity, focusing on government initiatives, school policies and interventions, and legislative measures to promote healthy lifestyles. Government Initiatives To Combat Childhood Obesity: - Implementing stricter regulations on food marketing to children: Governments are taking steps to restrict the marketing of unhealthy foods and beverages to children, aiming to reduce their exposure to advertisements promoting unhealthy choices. - Promoting public awareness campaigns: Governments are investing in campaigns to raise awareness about the importance of healthy eating and physical activity. These campaigns aim to educate parents, children, and the general public about the risks associated with childhood obesity and the steps they can take to prevent it. - Introducing nutrition standards for schools: Governments are implementing regulations that set nutrition standards for school meals and snacks. These standards ensure that students have access to healthier food options, limiting the availability of unhealthy foods on school campuses. School Policies And Interventions: - Incorporating nutrition education: Schools are incorporating nutrition education into their curriculum to teach children about healthy eating habits. These programs aim to provide students with the knowledge and skills necessary to make better food choices. - Increasing physical activity opportunities: Schools are implementing policies to promote physical activity during school hours. This may include providing structured physical education classes, encouraging active recess breaks, and offering extracurricular activities that involve movement. - Improving access to healthy food options: Schools are taking steps to improve access to nutritious foods for students. This includes offering healthier options in school cafeterias, vending machines, and snack bars. Legislative Measures To Promote Healthy Lifestyles: - Imposing taxes on sugary beverages: Some countries have implemented taxes on sugary beverages to discourage their consumption. These taxes aim to reduce the consumption of high-sugar drinks, which are often linked to childhood obesity. - Requiring nutritional labeling: Governments are mandating clear and easy-to-understand nutritional labeling on packaged food products. This helps consumers make informed choices by providing information about the contents, calories, and nutritional value of the products. - Regulating food advertisements: Legislative measures are being put in place to regulate food advertisements targeted at children. This includes restrictions on the promotion of unhealthy foods and beverages in media specifically designed for children. It is through comprehensive government initiatives, school policies, and legislative measures that the issue of childhood obesity is being addressed from a legal perspective. By implementing these strategies, we aim to create a healthier environment for children, promoting better eating habits and physical activity for a brighter and healthier future. Research And Data: Solidifying The Definition “Identifying a clear operational definition for childhood obesity is crucial in research and data analysis. In doing so, we can effectively measure and address this prevalent health concern among children. “ Childhood obesity is a pressing public health concern that requires a clear operational definition to effectively address the issue. Undertaking comprehensive research and analyzing pertinent data are crucial for developing an accurate and reliable definition. This section will delve into the current research on childhood obesity, explore the defining demographic parameters, and highlight the significance of data analysis for effective policy-making. Current Research On Childhood Obesity: - Numerous research studies have been conducted worldwide to understand the prevalence and drivers of childhood obesity. - These studies examine various factors such as socioeconomic status, diet, physical activity, and genetics to gain insights into the complex nature of childhood obesity. - Current research also focuses on identifying the long-term implications of childhood obesity on physical and mental health, enabling the formulation of targeted interventions. Defining Demographic Parameters For Operational Definition: - Child age range: Defining the specific age range for childhood obesity is crucial to ensure consistency and accuracy in data collection and assessment. - Body mass index (BMI) criteria: BMI is commonly used to classify obesity, but there is ongoing debate regarding the appropriate BMI cutoff points for different age groups. - Gender and ethnicity considerations: Assessing the impact of gender and ethnicity on childhood obesity prevalence can help develop a more comprehensive operational definition. - Socioeconomic factors: Incorporating socioeconomic factors such as income, education, and access to healthy resources can enhance the operational definition’s effectiveness. Analyzing Data For Effective Policy-Making: - Data analysis is essential for understanding the magnitude and distribution of childhood obesity within different populations. - It enables policymakers to identify trends, risk factors, and disparities, leading to evidence-based interventions and policies. - Data analysis can help evaluate the effectiveness of existing policies and interventions, guiding future refinements and improvements. - Collaborative efforts between researchers, policymakers, and healthcare providers are necessary for data collection, sharing, and analysis to drive impactful policy-making. By consolidating current research, defining demographic parameters, and analyzing comprehensive data, an operational definition of childhood obesity can be formulated that accurately depicts its prevalence, contributing factors, and consequences. This understanding is vital for policymakers, healthcare providers, and communities to develop effective strategies and interventions to combat childhood obesity and promote healthier lifestyles. Challenges In Defining Childhood Obesity Defining childhood obesity poses challenges when determining the best operational definition. A comprehensive approach considering multiple factors, such as body mass index and age-specific thresholds, can provide a more accurate understanding of the issue. Childhood obesity is a complex issue that presents several challenges when it comes to defining and measuring it accurately. These challenges include cultural variations in defining obesity, comorbidities and differing health conditions, as well as the consequences of misclassification and their implications. Let’s explore each of these challenges in detail: Cultural Variations In Defining Obesity: - Different cultures may have varying perceptions and definitions of obesity in children, making it challenging to establish a universal operational definition. - Cultural norms, preferences, and body ideals can influence how obesity is perceived and measured within a particular society or community. - Diverse cultural beliefs and practices may impact the acceptance or recognition of childhood obesity, hindering the development of consistent definitions. Comorbidities And Differing Health Conditions: - The presence of comorbidities and other health conditions can complicate defining childhood obesity. These conditions may influence the assessment, diagnosis, and categorization of obesity in children. - Disorders such as Prader-Willi syndrome, hormonal imbalances, or genetic predispositions can lead to weight gain or obesity in children, requiring unique considerations when defining and classifying obesity. Consequences Of Misclassification And Implications: - Misclassification of childhood obesity can have significant consequences on both an individual and societal level. - Improper classification and labeling may lead to underestimating or overlooking the true extent of the problem, impacting public health initiatives and resource allocation. - Misclassification can also result in inappropriate interventions or treatments, potentially harming children who are falsely classified as obese or failing to identify those who genuinely require support. Defining childhood obesity poses various challenges, including cultural variations, comorbidities and differing health conditions, as well as the consequences of misclassification. Understanding and addressing these challenges are crucial for effectively combating and preventing childhood obesity. Moving Forward: Promoting A Healthier Future Childhood obesity can be accurately defined as the condition where a child’s body weight exceeds the standard range for their age and height. Childhood obesity is a growing concern that requires immediate attention and action. To combat this issue and promote a healthier future, it is crucial to implement effective strategies for prevention and early intervention, encourage physical activity and healthy eating habits, as well as foster collaborative efforts for a comprehensive approach. By addressing these areas, we can tackle childhood obesity head-on and pave the way for a healthier generation. Strategies For Prevention And Early Intervention: - Early identification and awareness: Educating parents, caregivers, and healthcare professionals about the signs and risks associated with childhood obesity can help in its timely prevention and intervention. - Regular health check-ups: Routine health screenings can help detect early signs of obesity and enable timely interventions. - Public health campaigns: By raising awareness about the importance of healthy lifestyles, we can promote behavior changes that prevent childhood obesity. - School-based programs: Implementing nutrition education and physical activity programs in schools can play a vital role in preventing obesity and promoting healthier habits. - Parental involvement: Engaging parents and providing them with resources and support can empower them to instill healthy habits in their children from an early age. Encouraging Physical Activity And Healthy Eating Habits: - Limit screen time: Encouraging children to reduce their screen time and engage in physical activities can help prevent sedentary behaviors associated with obesity. - Incorporate physical activity into daily routine: Encouraging regular exercise, such as walking or cycling to school, participating in sports, or engaging in active play, can promote a healthier lifestyle. - Provide healthy food options: Ensuring access to nutritious meals and promoting the consumption of fruits, vegetables, whole grains, and lean proteins can contribute to healthier eating habits. - Empower children to make healthier choices: Teaching children about nutrition, involving them in meal planning and preparation, and setting a positive example can encourage them to make healthier food choices. Collaborative Efforts For A Comprehensive Approach: - Multi-sector collaboration: Collaborating with healthcare providers, schools, community organizations, policymakers, and families can establish a holistic approach to address childhood obesity. - Policy changes and regulations: Implementing policies that promote healthier food environments in schools and communities can have a significant impact on preventing obesity. - Promote active transportation: Encouraging safe walking and cycling routes to schools and creating environments that support physical activity can contribute to healthier communities. - Engage the food industry: Collaborating with food manufacturers, retailers, and restaurants to provide healthier food options and promote responsible marketing to children can make a substantial difference. By implementing these strategies and working together, we can create a healthier future for our children. It is essential to approach childhood obesity with a comprehensive mindset, fostering prevention, encouraging healthy habits, and leveraging collaborative efforts. Together, we can make a significant impact and pave the way for a healthier generation. Frequently Asked Questions For Which Statement Provides The Best Operational Definition Of Childhood Obesity Which Of The Following Statements Provides The Best Operational Definition Of Childhood Obesity? Childhood obesity is defined as an excessive accumulation of body fat in children. What Was The Main Research Method John S Lynd And Helen Merrell Lynd Used In Their Middletown Study? John S. Lynd and Helen Merrell Lynd used participant observation as the main research method in their Middletown study. What Is The Main Difference Between Ethnography And Other Types Of Participant Observation Is Group Of Answer Choices? Ethnography differs from other participant observation methods by focusing on studying cultural practices and behaviors in a specific group. Where People Change Their Behavior Because They Know They Are Being Watched As Part Of A Study? People change their behavior when they know they’re being watched as part of a study. Determining the best operational definition of childhood obesity is a complex task that warrants careful consideration. The statement that offers the most comprehensive approach to understanding childhood obesity is the one that takes into account both physiological and societal factors. By examining the body mass index (BMI) of children and considering the environmental and cultural influences on their health, we can gain a more in-depth understanding of this issue. Moreover, an operational definition that acknowledges the long-term consequences of childhood obesity, such as increased risk of chronic diseases, ensures that interventions and prevention efforts are effectively targeted. It is important to recognize that childhood obesity is not solely a personal responsibility, but also a reflection of broader societal issues, such as accessibility to healthy food options and opportunities for physical activity. By addressing these systemic factors in our definition, we can work towards combating childhood obesity on multiple fronts.

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Hyperhidrosis is excess sweating. We all need to sweat to keep the body cool. However, people with hyperhidrosis seem to have overactive sweat glands. They may sweat even when their body does not need cooling. Too much sweating affects quality of life. It may cause embarrassment and frustration. It can affect one’s ability to carry out routine chores and may even be a hazard on the job. This problem can be primary, meaning its cause is not another medical problem. When doctors do not know what the cause is they call it idiopathic. Sometimes hyperhidrosis is secondary; it results from another medical problem or a medicine or a side effect of a medicine (a health problem that can result from the medicine).Excess sweating is either focal (occurs on certain parts of the body, often the hands, underarms, and feet ) or generalized (large body areas sweat). There are three types of hyperhidrosis: primary focal, generalized idiopathic, and secondary generalized. Primary focal hyperhidrosis most often affects the feet, hands, underarms, head, and face. Usually it affects both sides of the body equally. This type often begins in childhood when it affects the hands and feet. It starts during puberty when it affects the underarms. Possibly, people inherit this trait. Generalized idiopathic hyperhidrosis is when large areas of the body sweat, and the cause is not clear. Treatment most often is with oral medicine. Secondary generalized hyperhidrosis results from medicine or a medical problem. Conditions that can cause it include menopause, an overactive thyroid, diabetic nerve disease (peripheral neuropathy), obesity, and stroke. Medications, such as blood pressure pills or antidepressants, also can cause this type of sweating. Other causes are exercise and heat. Unlike primary hyperhidrosis, sweating involves large areas of the body, can start at any age, and may occur during sleep. WHY TREATMENT IS CONSIDERED Hyperhidrosis may affect a person’s quality of life by interfering with work and social activities. It can cause embarrassment and social isolation. It is troubling and may have a link to depression and anxiety.Sweating a lot also is physically bothersome. It may cause discomfort. When it causes skin irritation, such as on the feet or in skin folds, it can lead to bacterial and fungal infections. To make sure you get a proper diagnosis and treatment of the cause of sweating, you should see a dermatologist or other physician. Treatment depends on the cause. Antiperspirants Available with and without a prescription, these sprays, gels, roll-ons, and lotions decrease sweating. The most common ingredient is aluminum chloride hexahydrate. Apply the antiperspirants to the affect area at bedtime on dry skin. Wash off the product in the morning. Some people find that occlusion (covering the area) with plastic wrap after application can be helpful on the palms and soles, but may be too irritating for the arm pits or under the breasts. Iontophoresis Used to treat sweaty hands and feet, this treatment requires the patient to immerse the hands or feet in a shallow pan filled with water. A medical device sends a lot-voltage current through the water. This process temporarily shuts off the sweat glands. When used every other day, it takes about six to 10 treatments until sweating decreases. Patients must repeat treatments to maintain results. After receiving instruction on proper use of the device, the patient may self-administer the treatments at home. The machine is available by prescription only. Botulinum Toxin Type A The dermatologist injects a weak strength of this medication into the underarms, palms, or soles to decrease sweating. Sometimes, other body ares may receive these shots. The medication blocks the release of a chemical in the body (acetylcholine) that stimulates the sweat glands. This effective treatment may last 4 to 8 months. Patients will need re-treatment after that time. Oral Medication Taken by mouth, the “anticholinergic” medications glycopyrrolate and propantheline bromide prevent the stimulation of sweat glands. Medicines called beta-blockers (for instance, propranolol) also may be a treatment option, mainly for stress-induced sweating. Since all medications have possible side effects, the benefits should outweigh the potential risks. Sympathectomy This procedure interrupts the nervous system impulses to the sweat glands. Doctors use it mainly to treat the palms. A potential side effect is “compensatory sweating.” This is excess sweating that may be even worse than hyperhidrosis. This side effect can occur in up to 80% of patients. Therefore this procedure should be an option just for patients who fully understand the risk and in whom other treatments have failed. Surgery Underarm sweat glands and be removed by curettage (scraping), liposuction, or surgical exision (cutting). There may be scars or compensatory sweating after surgery. All content solely developed by the American Academy of Dermatology. Get 15% Off Your First Purchase Stay in the loop with exclusive discounts, expert skincare tips, the latest news, and more. Don't miss out on the opportunity to elevate your skincare routine and save on your favorite products.

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Women's rights are multiracial and transnational. The problems of women in various regions differ from one another and are influenced by a variety of elements, including individual consciousness and, familial, societal, racial, marital, economic, and religious considerations. Both ancient and contemporary Indiisre are firmly steeped in patriarchy and sexism. Age, ordinal rank, relationships to men through their families of origin, marriage and childbearing, and patriarchal characteristics are just a few of the repressive social structures that Indian women must negotiations survive. Dowry, having sons, kinship, caste, colour, community, village, market, and the state are a few examples of patriarchal traits. Despite the difficulties, several women's rights had been restricted, and their involvement in public life had been constrained by Indian society, which had experienced a significant transformation since the Vedic eras. Despite the progress, there are still several issues that prevent women from fully utilising their rights and possibilities in India. Religious expectations, personal laws, and other regulations frequently conflict with the Indian Constitution and deprive women of legal rights and authority. The Indian Constitution recognises this desire for a developing India, hence the founders saw the necessity of including it as a basic right under Article 15 after realising its necessity. First Phase: 1825-1915 Caste and gender-related social reform initiatives were brought about by the colonial foray into modernity, the emergence of nationalism, and the reflection on discriminatory practices. Men started this first stage of women's freedom and rights in India to eradicate the social ills of sati, permit widow remarriage, forbid child marriage, and lower illiteracy. They also did this to control the legal consent age and guarantee property rights through government intervention. Along with this, some Hindu women from the upper castes rebelled against the restrictions imposed by brahminical During the British colonial march, women were in charge of several Indian states, including Jhansi (Rani Laxmibai), Kittur (Rani Chennama), Bhopal (Quidisa Begum), and Punjab (Jind Kaur). Many reformers worked to improve the status of women during the British Raj, including Ram Mohan Roy, Ishwar Chandra Vidyasagar, and Jyotirao Phule. - Through Raja Rammohan Roy's efforts, Sati was abolished in 1829 by Governor-General William Cavendish-Bentinck. - In 1847, Peary Charan Sarkar, a former student of Hindu College in Calcutta and a member of "Young Bengal," founded the first free school for females in India in the Barasat neighbourhood of Calcutta (the institution later went by the name Kalikrishna Girls' High School). - The Widow Remarriage Act of 1856 was a result of Ishwar Chandra Vidyasagar's campaign to alleviate the plight of widows. Many female reformers, like Pandita Ramabai, aided in the advancement of women's rights. - John Elliot Drinkwater Bethune founded the Bethune School in 1849 and Bethune Institution in 1879, making the latter the first women's college in - Chandramukhi Basu and Kadambini Ganguly graduated in 1883, making history for both India and the British Empire as the first female graduates. - The first Indian women to study Western medicine were Kadambini Ganguly and Anandi Gopal Joshi, who did so in 1886. Second Phase: 1915�1947 The fight against colonial control became more serious at this time. The dominant cause evolved into nationalism. By involving them in the nonviolent civil disobedience movement against the British Raj, Mahatma Gandhi broadened and legitimised the public actions of Indian women. He created a place for them in the public sphere by elevating their feminine roles of compassion, self-sacrifice, tolerance, and care. In the rural satyagrahas of Borsad and Bardoli, peasant women played a significant part. The National Federation of Indian Women (NFIW) and the All India Women's Conference (AIWC) are examples of organisations that are exclusively for women. Women were debating topics such as the extent of women's political engagement, women's voting rights, social honours, and party - Dhondo Keshav Karve, a social reformer, launched the first women's university, SNDT Women's University, on June 2, 1916, with only five - Sarojini Naidu was elected president of the Indian National Congress for the first time as a woman in 1925. - In 1927, the All India Women's Conference was established. - Under Indian law, child marriage was banned in 1929, and the legal age of marriage for women was established at 14 years. Right after India gained its independence in 1947, feminist agendas and activities waned as nationalist organisations focused on nation-building grabbed the lead. These groups opposed "colonial interference," and in the middle to end of the nineteenth century, there was a national form of opposition to any attempts by the British to "modernise" the Hindu family. This includes the Age of Consent dispute that arose after the British attempted to raise the age of marriage for women to prevent children from being coerced into marriage and engaging in sexual actions. Through their involvement in the battle for independence, women in independent India gained a critical awareness of their place and rights. In the 1970s, women tried to overturn existing injustices by challenging them. These injustices included the underpayment of women, the confinement of women to "unskilled" fields of employment, and the use of women as a reserve labour force. The goal was to end the practice of using women for free as what amounted to cheap labour. Women also started to recognise the disparities within power structures, including caste, tribe, language, religion, region, and class, in addition to those between genders. As a result, they started making efforts to ensure that meeting the needs of one group did not result in further disparities Early in the twenty-first decade, the focus of the Indian woman expanded beyond seeing women as contributing members of society and as having a right to parity to include having the authority to direct the path of their own life and the right to self-determination. - To outlaw, the trafficking of young girls and women, the Immoral Traffic (Prevention) Act was passed in 1956. - The Dowry Prohibition Act, established by the Indian government in 1961, outlaws the use of dowries as part of wedding preparations. - Indira Gandhi was inaugurated as India's first female prime minister in 1966. She led India's government for four years totalling three terms (1980�1984) after having held the position for three terms in a row - In India, the Equal Remuneration Act was established in 1976, outlawing sex-based pay discrimination. - The Indian Penal Code was amended in 2013 by the Criminal Law (Amendment) Act, making sexual harassment an express offence under Section 354 A, punishable by up to three years in jail and/or a fine. The Amendment also added new provisions establishing offences out of actions like stripping a woman without her consent, stalking, and engaging in sexual activities with someone in power. - To stop sexual harassment of women at work, the Sexual Harassment of Women at Workplace (Prevention, Prohibition, and Redressal) Act went into effect in December 2013. - The Indian government said that female fighter pilots will be allowed to join the Indian Air Force in 2015. (IAF) - In 2016, a Delhi High Court decision that said the "Karta" of a Hindu Undivided Family might be the oldest female member became public. - The Supreme Court of India said in 2020 that female officers in the Indian Army are eligible for command positions on an equal basis with male Role Of the Judiciary In Recognizing Women's Rights Throughout history, gender equality has been a nebulous idea hampered by social barriers that took a devilish glee in repressing women's rights. Even the legal system continued to be ignorant about women's rights. The inherent and normal shyness and delicacy that belong to the female sex make it unsuited for many of the vocations of civic life, according to Justice Bradley of the US Supreme Court in Bradwell v. State of Illinois The lofty and benevolent offices of wife and mother are the everlasting destiny and vocation of a woman. The Creator's law is included in this. The U.S. Supreme Court recognised the significance of women's roles in society as early as 1908 when it declared in Muller v. Oregon that "It is apparent that a woman's physical structure and the discharge of maternity duties place her at a disadvantage for sustenance." Women have always depended on men, as history The numerous types of control he developed over her have persisted to the day, but with lessening intensity. But until the second part of the 20th century, little had changed regarding the position of women. The state may enact specific legislation for the protection of women's and children's rights under Article 15(3) of the Constitution. Because "women's physical structure and the performance of maternal functions place her at a disadvantage in the struggle for subsistence and [her] physical well-being] becomes an object of public interest and care to preserve the strength and vigour of the race," such laws were passed. The Supreme Court ruled in Air India v. Nargesh Meerza that Air India's policy of terminating an air hostess if she became pregnant within four years of employment was arbitrary and unconstitutional. This was the first case in India involving women's rights. This decision will go down in the annals of women's rights as an advocate for organisations to control the working conditions of women on an equal footing with those of men. No matter a woman's religion, the declining state of women's rights in India has a strong connection to the mediaeval period and British rule, which, in attempting to create a secular society with secular laws, made a direct attack on diversity, heterogeneity, and religious beliefs of Indian society. This paradox in the colonial mission, in which women of different religions experienced significant inequalities in legal rights and political action, is directly responsible for the development of modern India. History has consistently demonstrated the significance of gender-neutral legislation, which has resulted in several modifications to the social structure of society. In this nation, there is a close relationship between the law and religion since the two are interdependent, with the former receiving its legal support from the latter. This article explored the role of various immigrants, from the historical to contemporary periods, who have significantly influenced the nation's current legal system. It recognised gender as one form of reference and difference that intersects with various forms of experiences, such as religion, caste, status, - Narender Aggarwal, Gender Justice Ideology and the Indian Constitution: Analysing Equality Rights, 4 Indian J.L. & Just. 111 (2013). - Equal Remuneration Act 1979 - Indian Penal Code 1860 - 83 US 130 (1973) - 208 U.S. 412 - (1981) 4 SCC 335

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Preschool teachers can find a variety of printable letter J activities to engage their students. These activities can include letter tracing worksheets, coloring pages with objects starting with the letter J, and letter recognition games. Preschool teachers can find a variety of printable letter J activities to engage their students. These activities can include letter tracing worksheets, coloring pages with objects starting with the letter J, and letter recognition games. Incorporating these activities into their curriculum can help reinforce letter recognition and strengthen fine motor skills in their preschoolers. Printable letter J for preschoolers is a fun resource for parents to help their children learn and recognize the letter. It provides a hands-on and engaging activity that allows children to practice tracing and identifying the letter J. Parents can download and print the letter J worksheets, coloring pages, and activities to create a fun and educational experience for their preschoolers at home. Printable letter J for preschoolers is a handy resource for homeschool educators who are looking for engaging and interactive activities to teach the letter J. These printable resources include worksheets, coloring pages, and tracing exercises that help children learn and recognize the letter J. Whether for morning work or as part of a letter of the week curriculum, these printables are a valuable tool for reinforcing letter recognition and early literacy skills in young learners. Engaging printable letter J activities are a great resource for early childhood education professionals who want to make learning fun and interactive. These activities can include coloring pages, tracing worksheets, and letter recognition games to help children develop their literacy skills. By incorporating these activities into their lesson plans, educators can create a more engaging and effective learning experience for their young students. In order to teach the alphabet to preschoolers, they must be able to say 1 to 2000 words and other simple words. You can start to introduce them to the words from storybooks, alphabet blocks, and logos they see on the road. The books must be the ones with pictures. There are some specific books to introduce letters with animals, colors, cartoon characters, and so on. Thus, parents should be by their side to teach them letters and words. There are patterns of the alphabet that parents can teach from too. Preschoolers are children of age 3 to 4. They are already at the stage where they are able to develop their social skills and start being independent before they enter formal school. At this age, their motor and cognitive abilities are active. As a result, not only are they active, but also can develop their focus by doing crafts with paper and coloring utensils, and start to ask a lot of questions. Parents should take care of their ability to hold a pen and pencil because they are now able to trace some easy letters like J, L, and so on.

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Highlighting the Neuron In this lesson on the brain's neural networks, students investigate the structure and function of the neuron. They discover ways in which engineers apply this knowledge to the development of devices that can activate neurons. After a review of the nervous system—specifically its organs, tissue, and specialized cells, called neurons—students learn about the parts of the neuron. They explore the cell body, dendrites, axon and axon terminal, and learn how these structures enable neurons to send messages. They learn about the connections between engineering and other fields of study, and the importance of research, as they complete the lesson tasks.

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Teaching Students About the United States of America The United States of America is a diverse and complex country with a rich history, unique culture, and complex society. Introducing students to this nation can be an opportunity to explore issues surrounding social studies, language arts, and global awareness. One aspect that makes learning about the USA so important is understanding its historical heritage. By examining different aspects such as founding documents or key events we can gain insight into how this society functions! Exploring different aspects of American social studies offers students an opportunity understand how societal norms shape attitudes along with behaviors regarding various types of personal concerns while examining ways they themselves could work towards breaking down those barriers depending upon specific circumstances thereof accordingly!. Another key aspect of teaching students about the USA involves discussing themes related to language arts including literature or poetry etcetera! By recognizing importance placed on diverse expressions alongside respect for individual experiences within different cultures worldwide irrespective differences therein!, we create a greater sense self-confidence which translates into stronger communities! Finally, teaching students about global awareness involving intercultural exchange or political systems allows us to discuss broader themes related to human experiences within our world today – thereby encouraging them become engaged citizens capable effecting positive change around respective communities too! Exploring different aspects creative events offers students an opportunity understand how societal norms shape attitudes along with behaviours regarding various types cultural pursuits whilst examining ways they themselves could work towards breaking down those barriers depending upon specific circumstances thereof accordingly!. Teaching students about the USA allows for exploration surrounding American culture & history. By examining these issues tailored towards individual preferences/requirements/etcetera!,students can gain deeper appreciation for role played by such type(s) of concepts within our society while exploring ways they themselves could apply these lessons depending upon specific circumstances thereof accordingly!. They can also learn more about importance placed on diversity alongside role played by citizens in promoting greater understanding amongst diverse groups thereby fostering stronger communities as whole!.

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In today’s fast-paced world, mental strength is often seen as a crucial aspect of overall well-being and success. Mental strength refers to the ability to effectively cope with challenges, persevere through difficult situations, and maintain a positive attitude in the face of adversity. Although it might seem elusive, the good news is that mental strength can be cultivated and enhanced over time. This essay will delve into the nuances of mental strength, strategies for development, common challenges, and techniques to maintain and enhance it in the long run. Understanding Mental Strength Mental strength, often referred to as mental toughness or resilience, is the ability to effectively navigate challenges, stresses, and setbacks in life. It involves the capacity to manage thoughts, emotions, and behaviors in ways that promote personal growth and success. Understanding mental strength is essential for overcoming obstacles in daily life, improving overall mental health, and achieving personal and professional goals. Common Misconceptions about Mental Strength - Mental strength means being stoic or emotionless: This is far from the truth as having mental strength involves managing emotions effectively and accepting them, rather than suppressing them. Emotionally strong individuals are aware of their emotions but act in spite of them. - Mental strength is innate: While some people might have a natural tendency to be mentally stronger, it is a skill that can be developed with practice and consistency. Anyone can learn to be more mentally strong through intentional effort and by adopting certain habits. - Mentally strong individuals never experience self-doubt or failure: Mental strength does not mean never experiencing doubt or failure, but rather, overcoming these challenges by maintaining a positive mindset and learning from past experiences. Mental Strength vs. Mental Health vs. Resilience - Mental strength: This refers to the ability to manage thoughts, emotions, and behaviors in order to achieve desired outcomes. It involves self-discipline, motivation, focus, and adaptability. Mental strength is a skill that can be cultivated and practiced over time. - Mental health: This refers to a person’s overall mental and emotional well-being, encompassing factors like emotional stability, self-esteem, and the ability to forge healthy relationships. Mental health may be influenced by genetics, life experiences, and external stressors. Good mental health is essential for maintaining mental strength; however, being mentally strong does not guarantee mental health. - Resilience: This is a specific aspect of mental strength, involving the ability to bounce back from adversity, setbacks, and challenges. Resilient people exhibit adaptability, flexibility, and perseverance in the face of difficult circumstances. Developing Mental Strength - Establishing clear goals and developing an action plan for achieving them: building motivation and focus. - Practicing mindfulness, meditation, and other forms of stress-reduction techniques: on a regular basis. - Embracing challenges and change: viewing them as opportunities for growth rather than threats. - Cultivating a growth mindset: in which setbacks and failures are seen as opportunities for learning and personal growth. - Building self-awareness: by reflecting on thoughts, emotions, and actions, learning to identify and question unhelpful thinking patterns and beliefs. - Seeking support: from friends, family, or professional therapists, if needed, to improve coping strategies and overall mental well-being. Understanding Mental Strength Mental strength is essential for managing thoughts, emotions, and actions productively and positively, especially when faced with life’s challenges and adversities. Building mental strength is an ongoing process that requires dedication, effort, and consistency. By debunking common misconceptions and adopting strategies to improve mental strength, individuals can overcome obstacles and achieve their personal and professional goals. Furthermore, enhancing mental strength can lead to improved overall mental health and resilience, allowing people to navigate life’s challenges with greater ease and success. Developing Mental Strength Importance of Mental Strength Developing mental strength is crucial for harnessing one’s mental and emotional resources effectively, which directly impacts the ability to reach goals and maintain overall well-being. When faced with difficult situations or setbacks, mental strength dictates how well an individual can manage their thoughts and emotions. With a strong mental foundation, it becomes easier to stay composed, think clearly, and make sound decisions. Ultimately, mental strength is vital for personal growth and success, empowering people to take control of their lives and persevere through challenges. Cultivating a Positive Mindset One of the first steps in developing mental strength is cultivating a positive mindset. This means learning to view challenges and setbacks as opportunities for growth rather than obstacles. Adopting positive self-talk strategies and maintaining optimism despite adversity can help to boost mental resilience. Make a conscious effort to replace negative thoughts with more positive and empowering ones. Also, surrounding yourself with positive and supportive people can help to reinforce your positive mindset. Building Emotional Intelligence Emotional intelligence refers to the ability to identify, understand, and manage emotions effectively, both in yourself and in others. Developing emotional intelligence is essential for mental strength, as it helps you to navigate through emotions healthily. This includes practicing self-awareness, empathy, and emotional regulation. Work on understanding your emotional triggers and experiment with various coping mechanisms to manage your emotions better. Additionally, investing time and effort in nurturing relationships, expressing gratitude, and cultivating empathy with others can contribute to improving your emotional intelligence. Setting and Maintaining Personal Boundaries To develop mental strength, it’s necessary to establish and maintain personal boundaries in relationships, work, and other areas of life. Personal boundaries help protect your mental and emotional well-being by ensuring that you maintain a healthy balance between your needs and the needs of others. It’s essential to be assertive in communicating your boundaries with others and to learn how to say ‘no’ when necessary. Keep track of how you feel in certain situations and evaluate whether your boundaries have been crossed. This continuous self-assessment will allow you to refine your boundaries and ensure that you maintain mental strength. Engaging in Mindful Practices Mindfulness practices, such as meditation, yoga, or deep-breathing exercises, can help strengthen your mental resilience by encouraging a greater sense of presence and awareness. Incorporating mindfulness into your daily routine can help you develop the ability to observe your thoughts and emotions without judgment, which is essential in managing stress and cultivating emotional intelligence. By doing so, you can train your brain to process emotions and situations more effectively, ultimately improving your mental strength. Committing to Personal Growth Continuously working on personal growth is a crucial aspect of developing mental strength. This includes setting goals for yourself, challenging your limits, and engaging in activities that promote self-improvement, such as learning new skills, pursuing hobbies, or seeking professional development. Adopting a growth mindset allows you to approach challenges with a hunger to learn and improve, ultimately contributing to stronger mental fortitude. Developing mental strength involves a continuous process of conscious effort and practice. By adopting a positive mindset, enhancing emotional intelligence, setting and maintaining personal boundaries, engaging in mindful practices, and committing to personal growth, you can improve your ability to navigate life’s challenges and hardships, ultimately leading to a more fulfilling and resilient life. Challenges to Mental Strength Mental strength refers to the capacity to regulate your emotions, manage your thoughts, and exhibit positive behaviors, regardless of your circumstances. Building mental strength is crucial for both personal and professional success and involves overcoming a variety of obstacles. Common challenges in the journey toward mental strength include stress, loss, criticism, and self-doubt. This section will delve into these challenges and offer valuable tips and techniques for overcoming them, facilitating your progress toward greater mental strength. Stress can take a toll on our mental strength. It can lead to depression, anxiety, and a host of other health issues. To overcome stress and build mental strength, it’s essential to implement stress management techniques in your daily life. Effective stress management techniques include: - Regular exercise - Deep breathing exercises - Practicing mindfulness Also, setting realistic goals, prioritizing tasks, and developing a healthy work-life balance can reduce stress and help build mental resilience. Coping with Loss Experiencing loss, be it the death of a loved one, the end of a relationship, or the loss of a job, can challenge our mental strength. It’s essential to give yourself permission to grieve and process the emotions that come with loss. Avoiding or suppressing your emotions can hinder your ability to grow mentally stronger. Reach out to support groups or a mental health professional to help you navigate through the grieving process. Practicing gratitude daily can also help shift your focus and boost your mental strength in the face of loss. Criticism can be tough to process, especially if it is aimed at our self-worth. To build mental strength, it’s crucial to learn how to accept criticism and use it as a tool for personal growth. Identify whether the criticism is constructive or destructive and filter out the latter, as it serves no purpose in your personal development. Adopt a growth mindset by viewing setbacks as learning opportunities and implementing the feedback provided through constructive criticism. Self-doubt can be a significant barrier to mental strength. It can make us feel unworthy and incapable of success. To overcome self-doubt, start by building self-awareness to identify your strengths and weaknesses. Recognize and challenge negative thought patterns and beliefs that contribute to your self-doubt. Surround yourself with positive people who support and encourage your growth. Moreover, regularly set and achieve small goals to build self-confidence and prove to yourself that you are capable of overcoming obstacles. Mental strength plays a vital role in an individual’s overall well-being and greatly impacts everyday functioning, relationships, and overall life satisfaction. Just like physical strength, mental strength can be cultivated, refined, and enhanced over time through various activities and practices. In this article, we will discuss different approaches to maintaining and boosting mental strength, such as seeking professional guidance, joining support groups, and consistently learning and practicing mental strength-building techniques. Maintaining and Enhancing Mental Strength Ultimately, building mental strength is an ongoing journey that demands continuous effort and a readiness to face challenges. By effectively managing stress, coping with loss, handling criticism, and overcoming self-doubt, you can develop the resilience and mental strength necessary to excel in various aspects of your life. It’s essential to remember that setbacks and obstacles are inevitable; it’s how you respond to and grow from these experiences that define your mental strength. Seeking Professional Guidance One effective way to maintain and enhance mental strength is to seek the support of a mental health professional, such as a psychologist, psychiatrist, or counselor. These trained professionals can provide valuable insight, guidance, and tools to help individuals navigate the challenges they may face on their journey towards greater mental strength. Working with a mental health professional can also help individuals identify any underlying conditions, such as anxiety or depression, that may be hindering their progress and develop targeted strategies to address these issues. Joining Support Groups In addition to working with a professional, joining a support group can be an invaluable resource for those looking to build mental strength. These groups provide a safe and supportive environment where individuals can share their experiences, challenges, and successes with others who are facing similar struggles. Support groups can be found in a variety of settings, such as in-person meetings, online forums, or through social media platforms. The benefits of joining a support group include increased feelings of connectedness, reduced feelings of isolation, and the opportunity to learn from the experiences of others. Continuous Learning and Practicing Mental Strength-Building Techniques Just as physical fitness requires regular exercise to maintain and improve, mental strength requires consistent practice and effort. There are numerous techniques that can be used to build mental strength, and individuals should explore different strategies to find what works best for them. Some popular mental strength-building techniques include: - Mindfulness and meditation: Practicing mindfulness and meditation can help individuals become more aware of their thoughts and feelings, allowing them to better regulate emotions and reduce stress. - Cognitive behavioral therapy (CBT) techniques: Learning and practicing CBT techniques can help individuals identify and change negative thought patterns that may be contributing to their mental struggles. - Goal setting and visualization: Setting achievable goals and visualizing the outcome can help foster motivation and a sense of accomplishment, building mental strength over time. - Physical exercise: Engaging in regular physical activity has been shown to have numerous mental health benefits, including increased mental strength, improved mood, and reduced stress levels. - Adequate sleep and nutrition: Ensuring proper sleep and a healthy diet can contribute to overall mental well-being and improve mental strength. Maintaining and enhancing mental strength is an ongoing process that requires consistent effort, practice, and support. Seeking professional guidance, joining support groups, and continuously learning and practicing mental strength-building techniques are all valuable strategies for individuals looking to improve their mental resilience and overall well-being. By focusing on these approaches, individuals can better equip themselves to face life’s challenges and setbacks, ultimately leading to a more fulfilling and enjoyable life experience. Ultimately, the journey to mental strength is a lifelong process that requires continuous effort, dedication, and self-reflection. By better understanding its importance and complexity, implementing effective strategies for development, overcoming challenges, and maintaining a commitment to growth, individuals can reap the benefits of enhanced mental strength in their daily lives. With increased mental strength comes improved emotional resilience, clearer decision-making, and the ability to navigate the inevitable challenges of life with grace and poise. The journey may be challenging, but the rewards are priceless.

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The importance of recycling has never been greater. Recycling helps our planet by sustaining our natural resources and helps our economy by lowering the cost of raw materials and reducing the energy costs to process them. Aluminum has positive sustainability benefits due to its recyclability. Although the production of primary aluminum is an energy-intensive process, aluminum recycling uses just 5% to 8% of the energy required to produce primary aluminum. This makes aluminum scrap recycling even more impactful. - Over 1 billion tons of primary aluminum has been produced since 1888, when the production of aluminum began; 75% of all that aluminum ever produced is still in productive use today! - In North America, the industry recycles approximately 5 million tons of aluminum each year. - The aluminum industry is working constantly to reduce its carbon impact. In fact, over the past 30 years, the North American aluminum industry has cut its carbon footprint by more than half.

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Valentine’s Day is often associated with romantic love, but it’s also a wonderful opportunity to celebrate love in all its forms, including the love shared within families and friendships. Teaching children the importance of expressing care and love not only on Valentine’s Day but every day fosters empathy, kindness, and strong interpersonal relationships. In this article, we will explore meaningful ways children can show love and affection, creating a foundation for a compassionate and loving environment. Handmade Cards and Crafts Encourage children to channel their creativity into making handmade cards and crafts. The effort and thoughtfulness put into creating a personalized card or craft convey a deep sense of care. Provide art supplies, and let their imagination run wild as they express their feelings through drawings, paintings, or heartfelt messages. Acts of Kindness Teach children the power of kindness through simple acts that demonstrate care for others. Acts of kindness can include helping a friend with schoolwork, sharing toys, or offering a comforting word to someone who may be feeling down. These small gestures create a positive ripple effect, fostering a caring community. Instill the habit of expressing gratitude in children. Encourage them to say “thank you” not only when receiving a gift but also for everyday gestures of kindness. Gratitude helps children appreciate the efforts of others and reinforces a positive and appreciative mindset. While gifts can be a part of expressing love, emphasize the thought behind the gift rather than its material value. Encourage children to choose or create gifts that reflect the recipient’s interests and preferences. This thoughtful approach transforms the act of gift-giving into a meaningful expression of love. In our fast-paced world, the gift of time holds immense value. Encourage children to spend quality time with their loved ones. This could involve playing games, reading together, or engaging in activities that foster connection. Quality time builds strong bonds and creates lasting memories. Listening and Understanding Teach children the importance of active listening and understanding. When a friend or family member shares their thoughts or feelings, encourage children to listen attentively, ask questions, and show empathy. This fosters a sense of emotional connection and demonstrates genuine care for others. Random Acts of Love Spontaneous acts of love can be particularly heartwarming. Encourage children to surprise a family member or friend with a spontaneous gesture, such as leaving a kind note, preparing a simple treat, or offering to help with chores. These unexpected acts of love create a sense of joy and warmth. Promote an inclusive understanding of love that embraces and celebrates differences. Teach children to appreciate and respect diversity, fostering an environment where everyone feels valued and loved. This can be achieved through discussions, books, and activities that highlight the beauty of diversity. Empathy and Compassion Cultivate empathy and compassion in children by helping them understand and connect with the feelings of others. Encourage them to consider how their actions impact those around them and teach them the value of offering support to friends or family members facing challenges. Acts of Service Introduce the concept of love through acts of service. Whether it’s helping with household chores, assisting a friend in need, or participating in community service, these actions teach children that love is not only expressed through words or gifts but also through selfless acts that contribute to the well-being of others. Valentine’s Day serves as a beautiful reminder to express love, but the essence of caring and affection extends far beyond a single day. By instilling these values in children, we equip them with the tools to create a positive and loving environment not only on Valentine’s Day but throughout their lives. These heartfelt gestures, grounded in empathy, kindness, and understanding, contribute to the development of compassionate individuals who understand the profound impact of love in fostering strong and meaningful connections. Kids can learn more about being compassionate towards others with videos from Bubbles and Friends– click here to learn more!

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- Heat stress is a combination of temperature and relative humidity. Increasing global temperatures due to climate change will make heat stress more common with serious implications for our health and environment. - All climate models project an increase in heat stress across Australia. The amount varies between models. - Regional downscaled models do not add certainty to local estimates of future heat stress but help by adding a range of possible futures. What do climate models tell us about future heat stress in Australia? One of the most dangerous effects of extremely hot temperatures is heat stress. This has led to a growing interest in how hotter climates impact public health. Here we look at what global and regional climate models can tell us about future projections of heat stress over Australia. Kovats, R.S. and Hajat, S., 2008. Heat stress and 5. public health: a critical review. Annu. Rev. Public Health, 29, pp.41-55 https://10.1146/annurev.publhealth.29.020907.090843 Knutson, T.R., Ploshay, J.J. Detection of anthropogenic influence on a summertime heat stress index. Climatic Change 138, 25–39 (2016) https://doi.org/10.1007/s10584-016-1708-z Russo, S., Sillmann, J. and Sterl, A., 2017. Humid heat waves at different warming levels. Scientific reports, 7(1), p.7477 https://doi.org/10.1038/s41598-017-07536-7 What is heat stress? As the Earth’s climate warms, our exposure to extreme heat is increasing. Warming is likely to increase the frequency and intensity of heatwaves and therefore heat stress. Heat stress occurs when the body cannot get rid of excess heat. Heat stress is influenced by both temperature and relative humidity. Our bodies regulate heat by sweating to lose excess heat which helps to maintain an internal body temperature of 37°C. In hot and humid environments, sweating becomes less efficient, posing a threat even at moderate temperatures. (See also: Workplace heat stress, health and productivity – an increasing challenge for low and middle-income countries during climate change). Relative humidity and our daily comfort Relative humidity is a measure of how much moisture or water vapour is present in the air compared to the maximum amount of moisture the air can hold at a given temperature. It is expressed as a percentage, with 100% relative humidity meaning the air is holding the maximum amount of moisture possible at that temperature, and lower percentages indicate that the air is not holding as much moisture. Relative humidity tells us how comfortable we feel in different weather conditions. High relative humidity can make hot weather feel even more uncomfortable. Heat stress plays an important role in agriculture, weather forecasting, and indoor comfort. Heat stress kills. The heatwaves, preceding the Black Summer fires of 2019/2020, killed an estimated 417 individuals in Australia while in the European summer of 2022, heatwaves were associated with over 60,000 excess deaths. Heat stress affects the more vulnerable – particularly the elderly, young children, those with underlying medical conditions and people living in low socio-economic urban communities. The health impacts can be severe including in death, heat stroke, heat exhaustion, dehydration and cardiovascular diseases. Physiological impacts from heat stress have flow-on effects on productivity, especially for those who work outdoors including in construction and farming. This can have negative consequences for both individuals and the economy. One way to measure heat stress is the wet bulb globe temperature (WBGT). The Australian Bureau of Meteorology (BOM) uses a simplified wet bulb globe temperature. This is calculated using temperature and relative humidity which are both commonly measured and modelled properties. What do climate models tell us about heat stress? Climate models allow us to see what heat stress might look like in the future. These powerful tools can be used to explore what our climate might be like under different emissions of greenhouse gases in the future e.g., 2050 or 2090. We looked at global and regional climate models to compare what they can tell us about future heat stress in Australia. Using multiple climate models allows us to see where models agree and disagree and helps to improve our understanding. We can be more confident about the results where models consistently agree, and we understand why they agree. Where models don’t agree we need to investigate the process more. Using multiple lines of evidence such as, observations and historical studies (data from ice cores or tree rings), can increase our confidence in climate projections from models. Global Climate Models and Regional Climate Models Global Climate Models (GCMs) are large-scale models that simulate large-scale climate patterns and changes on a global scale. Due to computational limitations, GCMs use a low spatial resolution, typically each pixel represents around 150 kilometres. As a result, they cannot capture small-scale regional climate features accurately. The GCMs described here are part of the Coupled Model Intercomparison Project (CMIP5) which is a globally coordinated collaboration that allows scientists to understand climate change. Climate models are constantly being updated by research groups around the world as their understanding of the complex climate system improves. Regional Climate Models (RCMs) cover a smaller area and have a higher spatial resolution or a fine scale, typically 1-50 km. RCMs can simulate regional climatic influences, such as changes in land surface, land cover and coastlines. The RCMs described here are part of the Coordinated Regional Climate Downscaling Experiment (CORDEX) which is an international initiative for downscaling climate models to finer spatial detail. Downscaling is a process where the low resolution outputs of GCMs are converted into higher resolution climate information. GCMs provide the large-scale climate patterns, while downscaled models use information from those models to simulate a region. Downscaling helps provide more detail for specific regions, but uncertainties can arise from the range of GCMs used and approximations in the GCMs and RCMs. It is important to interpret and utilise model projections carefully. Policymakers can make more informed decisions for climate adaptation and mitigation by recognising the strengths, potential limitations and uncertainties of climate models. Model set up to investigate future heat stress in Australia The following model set up was used to explore future heat stress projections: - Greenhouse gas emission scenario: A representative concentration pathway (RCP) of 4.5 represents a future climate scenario with moderate greenhouse gas emissions. - Time period: Two time periods were investigated. The near future is a 20 year period from 2040 to 2060 and the far future is a 30 year period from 2070 to 2100. - Global climate models (red boxes, Figure 3): A total of 6 global climate models from the Coupled Model Intercomparison Project (CMIP5) were used. The Australian Community Climate and Earth System Simulator (ACCESS1) model is the Australian model. - Regional climate models used (pink, purple and orange boxes, Figure 3): A total of 9 downscaled simulations from regional climate models were used. Three downscaled simulations of the ACCESS model, and six other models which are part of the Coordinated Regional Climate Downscaling Experiment (CORDEX) project. A selection of simulations from the models in Figure 3 were investigated to demonstrate how different climate models project heat stress for 2040-2060 and 2070-2100 time periods. What do global climate models tell us about heat stress in the future? We first looked at what global climate models tell us about heat stress. All 6 global climate models in Figure 3 showed that heat stress will get worse, under RCP4.5 by 2050. Figure 4a highlights the result from the Australian model ACCESS1 GCM, showing large increases in the number of days of extreme heat stress in the north of Australia (more than 80 extra days a year) with a smaller increase to the southwest of the country of 15 extra days of extreme heat stress per year. What do regional climate models tell us? Data from the global climate model ACCESS1 can be used to downscale three RCMs which are shown in Figures 4b, 4c and 4d. - All three RCMs agree that heat stress will increase virtually everywhere in Australia. Different downscaling methods applied to the same global climate model agree that heat stress will become worse. All agree that the largest increase occurs in the north of Australia and the least in the far south of the country. - The number of extra heat stress days varies by location and magnitude. The downscaled RCM simulation of Figure 4b suggests a more widespread area of heat stress increase than Figure 4c. The model used in Figure 4d suggests a generally smaller increase in extreme heat stress days. Overall, all models used point in the same direction and we therefore have confidence that heat stress will get worse in the future across Australia because the models give us no evidence to suggest otherwise. What do global climate models tell us about relative humidity? The global climate model ACCESS1 (Figure 5a) indicates an increase in relative humidity over most of eastern Australia. An increase in humidity makes heat stress worse. What do regional climate models tell us about relative humidity? Downscaled models shown in Figure 5b and 5c differ sharply from the global climate model and both show changes in the area where relative humidity increases – the area of increase becomes very localised over Victoria (light blue patches). Some inland areas and the western areas decrease in relative humidity (brown patches, Figure 5b, 5c). The Figure 5d model shows a widespread decline in relative humidity across the southern parts of South Australia and Western Australia, but little change over Victoria. This pattern is very different from the global climate model used, or the alternative regional climate models used. If we look back at the heat stress downscaled model in Figure 4d, we can see heat stress is less severe in some regions towards the west of the country. This is because we can see that relative humidity is decreasing in the model shown in Figure 5d and heat stress is influenced by both temperature and relative humidity. What do model simulations tell us about relative humidity? - Using a diverse set of models in climate research captures complexities, enhancing our understanding of projection uncertainties. - There is no right or wrong model, either at the global or regional climate model scale. - A larger set of GCMs and RCMs is likely to be inconclusive for relative humidity changes. This is because relative humidity is influenced by factors such as rainfall, which can be challenging to predict accurately. - Using larger numbers of GCMs or RCMs may introduce more variability and different model behaviours. This makes it hard to see patterns for changes in relative humidity. What do model simulations tell us about heat stress? This demonstration shows that as temperatures increase strongly under future global warming, heat stress will increase but the changes in humidity are mostly quite small. The main factor driving heat stress is temperature. There is another important implication of this result. A warmer atmosphere will tend to be thirstier for moisture as the atmosphere can hold more water under higher temperatures. This will tend to increase evaporation, and as a consequence landscapes are likely to be generally drier unless rainfall increases to compensate. This implies less water available for irrigation, human consumption or the environment even where there is no decline in rainfall. Comparing different models and different scenarios Figure 6 takes an in depth look at the changes in heat stress from multiple GCMs (green boxes) and RCMs (purple boxes) over 2040-2060 and 2070-2100 for Canberra, using a box and whisker plot. For Canberra for a 20-year period from 2040-2060, the global climate model estimates the range of additional extreme heat stress days is between 14 days and 27 extra days (green box). Using the regional climate model it is 6-12 extra days (purple box). - For Canberra for a 30-year period from 2070-2100, the global climate model estimates the range of additional extreme heat stress days is between 15 and 38 extra days (green box). Using the regional climate model, it is 11 and 20 extra days (purple box). - The length of the boxes plus whiskers represents the full range of projections except for outlier data points. - For the 2070-2100 scenario, the RCMs have a result which projects 32 extra days shown as the outlier data point in Figure 6. Climate scientists tend to discount outliers of this kind, but incorporating outliers in risk management may be important. It is certainly risky to only use the median. The type of diagram used in Figure 6 is called box and whisker plot and is a useful way to compare different sets of data on one graph. Given all global and all regional climate models show that additional heat stress days will occur in the future for Canberra, and no models show a reduction in heat stress days, concluding that there is a very high risk of additional heat stress days in the future is a robust conclusion from climate projections. Future heat stress projections for Australian state and territory capitals When we look at projections from climate models, we are looking for consistency to show that models are capturing climate processes well. We can look at the projections from a diverse set of downscaled products for heat stress and see where they are consistent. When we looked at a selection of Australian cities (Figure 7), we found that for whichever GCM, RCM or city shown, heat stress gets worse in the future. All figures show additional heat stress days occurring in the future. Projections of temperature for Australian state and territory capitals We looked at the same cities and projections for temperature. Every model simulates the future getting hotter. This is simulated consistently by the models for every city. Extreme heat stress is strongly influenced by increasing temperatures. Projections of relative humidity for Australian state and territory capitals When we looked at the same cities’ projections for relative humidity, the models showed a mixed picture. Some models simulated an increase in relative humidity, amplifying the impact of temperature, while some helped offset the increase in temperature by decreasing relative humidity. Interpreting the projections can be complex. For each city, sometimes the RCMs predict a smaller increase in extreme heat, sometimes they predict a larger increase. Sometimes the RCMs are more consistent than the CMIP5 models, sometimes they are less consistent. This is the nature of the science of climate projection. As you approach finer scales for variables other than temperature the direction of the change often becomes highly uncertain, particularly as you become focussed on extremes. What can a Regional Climate Model projection tell us? RCMs bring an important additional capability to assessing future climate change. A heat stress single value from a GCM covering 100 x 100 km may only give you one output value for a huge area which is not very useful for local scale information. However, if you use an RCM with a spatial resolution of a few km over a city, the actual changes simulated for the city as a whole might not be reliable, but the patterns might be. An RCM might differentiate between types of urban form, greenspace, distance from the ocean for instance. These can have a large impact on the detailed patterns of heat and heat stress across a city. Therefore, although there may be limited confidence in the accuracy of the values from a RCM over a city, you may be able to tell which parts of a city might be most vulnerable to heat stress. Heat stress in Australia will get worse In Australia, heat stress will almost certainly get worse in the future. We can be confident about this because temperature is simulated well by our models, and temperature is increasing due to human emissions of greenhouse gases. However, the magnitude of heat stress increase remains uncertain because it is difficult to predict the detailed regional changes in relative humidity. Implications for adaptation - This example has demonstrated that extreme heat stress will get worse. Since this is unlikely to change as new climate models or downscaling techniques emerge, it is important to act now on this information. - Regional downscaling adds to the range of projections: RCMs can add insight into possible patterns of change in heat stress and just as useful as global climate models. - Use multiple lines of evidence: this includes multiple global models and multiple regional models. The existence of one, or the other, does not negate the value of using all available lines of evidence. Multiple lines of evidence allow us to be more confident in the outcomes produced when there is strong agreement. - There is no “right” or “wrong” downscaling method or global climate model: regional downscaling can change the sign of some variables (e.g., relative humidity). They provide “different” additional information. Decision-makers can use climate models for adaptation strategies and policies. A collaborative approach between scientists, policymakers and public health officials allows for more effective and sustainable solutions to be achieved. The ongoing investigations by the ARC Centre of Excellence for Climate Extremes and from 2024, the ARC Centre of Excellence for the Weather of the 21st Century play a critical role in improving our models. Models are providing a better understanding of how heat stress will evolve in Australia. However as temperatures continue to rise, there is no need to wait before you act. Briefing note created by Dr Charuni Pathmeswaran and Professor Andy Pitman. Reference list and author bios available in the PDF version below.

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This page presents high-level information for Costa Rica's climate zones and its seasonal cycle for mean temperature and precipitation for the latest climatology, 1991-2020. Climate zone classifications are derived from the Köppen-Geiger climate classification system, which divides climates into five main climate groups divided based on seasonal precipitation and temperature patterns. The five main groups are A (tropical), B (dry), C (temperate), D (continental), and E (polar). All climates except for those in the E group are assigned a seasonal precipitation sub-group (second letter). Climate classifications are identified by hovering your mouse over the legend. A narrative overview of Costa Rica's country context and climate is provided following the visualizations. Situated between Nicaragua and Panama in Central America, Costa Rica occupies an area of 51,100 square kilometers (km2) and is bordered by both the Caribbean Sea in the north-east and the North Pacific Ocean in the southwest. The country’s topography is varied and includes coastal plains separated by rugged mountains, including over 100 volcanic cones. Even though Costa Rica constitutes only 0.034% of the total Earth surface, its habitats represent around 5% of the planet’s biodiversity. Costa Rica is known worldwide for its conservation efforts and is a hot spot for eco-tourism, with more than 26% of its land under protection. Due to a combination of geographic variations and economic factors, Costa Rica is highly vulnerable to extreme climate events and natural hazards. Part of this vulnerability is due to the presence of populations in vulnerable areas as well as the country’s severe risk to sea level rise (primary at-risk areas include Puerto Limón, Jaco and Puntarenas). Costa Rica is classified by the World Bank as an upper-middle-income country and the country’s approximately 5 million people enjoy the highest standard of living in Central America, with a per capita GDP of approximately US $12,076 and an unemployment rate of around 11.5% in 2019. 80% of Costa Rica’s population resides in urban areas. Population projections for 2030 point to an additional 468,000 people living in the country, 85.8% residing in urban areas, while in 2050, the country’s estimated population will top 5.773 million inhabitants, of which 90.1% will reside in urban areas. Costa Rica submitted its Nationally-Determined Contributions (NDC) to the UNFCCC in 2016, in support of the country’s efforts to realize its development goals and increase its resilience to climate change by enhancing mitigation and adaptation implementation efforts. De-carbonization is a priority for the country as indicated in the country’s decarbonization plan of 2019. Adaptation efforts, particularly in the water supply and agriculture sectors are high priorities and reflected in Costa Rica’s NDC. In support of adaptation efforts, Costa Rica aims to strengthen capacities and promote a high degree of coordination and teamwork between different government and civil society entities. The country also aims to support inter-ministerial coordination efforts, which are important in guaranteeing synergies between entities and to increase national research budgets on climate change. Climate change adaptation in Costa Rica is also strongly linked with components of the National Disaster Risk Management Policy, through capacity building for resilience and technology transfer. Costa Rica completed its Third National Communication (NC3) to the UNFCCC in 2014.

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In the Early Years Foundation Stage there are 7 areas of learning; 3 of which are deemed the Prime Areas and the other 4 Specific Areas. Each area is split into their separate Early Learning Goals, which is what your child will be working towards, and assessed against, at the end of Reception. |Communication and Language |Listening, Attention and Understanding Children at the expected level of development will: Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions; Make comments about what they have heard and ask questions to clarify their understanding; Hold conversation when engaged in back-and-forth exchanges with their teacher and peers. Children at the expected level of development will: Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary; Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate; Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher. |Personal, Social and Emotional Development Children at the expected level of development will: Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly; Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate; Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions. Children at the expected level of development will: Be confident to try new activities and show independence, resilience and perseverance in the face of challenge; Explain the reasons for rules, know right from wrong and try to behave accordingly; Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices. |Gross Motor Skills Children at the expected level of development will: Children at the expected level of development will: Negotiate space and obstacles safely, with consideration for themselves and others; Demonstrate strength, balance and coordination when playing; Move energetically, such as running, jumping, dancing, hopping, skipping and climbing. Fine Motor Skills Children at the expected level of development will: Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases; Use a range of small tools, including scissors, paint brushes and cutlery; Begin to show accuracy and care when drawing. Children at the expected level of development will: Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary; Anticipate – where appropriate – key events in stories; Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play. Children at the expected level of development will: Have a deep understanding of number to 10, including the composition of each number; Subitise (recognise quantities without counting) up to 5; Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts. Children at the expected level of development will: Verbally count beyond 20, recognising the pattern of the counting system; Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity; Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally |Understanding the World |Past and Present Children at the expected level of development will: Talk about the lives of the people around them and their roles in society; Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class; Understand the past through settings, characters and events encountered in books read in class and storytelling. People, Culture and Communities The Natural World |Expressive Arts and Design |Creating with Materials Children at the expected level of development will: Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function; Share their creations, explaining the process they have used; Make use of props and materials when role playing characters in narratives and stories. Being Imaginative and Expressive Within Reception we will also focus on developing the Characteristics of Effective Learning within your child. These three characteristics focus on how children learn; therefore they run through and underpin all seven areas of learning and development. As enduring characteristics, pertaining to lifelong learning, they need to be continuously observed and fostered but cannot be described in a developmental sequence. |CHARACTERISITICS OF EFFECTIVE LEARNING |Playing and exploring |Children investigate and experience things, and ‘have a go’ |Children concentrate and keep on trying if they encounter difficulties, and enjoy achievements |Creating and thinking critically |Children have and develop their own ideas, make links between ideas, and develop strategies for doing things

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Welcome to Unit 7 AP Physics C: Mechanics Multiple Choice Questions ! Grab some paper and a pencil 📄 to record your answers as you go. You can see how you did on the Unit 7 Practice Questions Answers and Review sheet once you're done. Don't worry, we have tons of resources available if you get stumped 😕 on a question. And if solo study is not your thing, join a group in Hours ! Not ready to take a quiz yet? Take a look at the Intro to Unit 7 Image courtesy of Pixabay Facts about the test: The AP Physics C: Mechanics exam has 35 multiple choice questions and you will be given 45 minutes to complete the section. That means it should take you around 15 minutes to complete 12 questions. The following questions were not written by College Board and, although they cover information outlined in the AP Physics C: Mechanics Course and Exam Description, the formatting on the exam may be different. 1. A planet has the same mass, but double the radius, of the Earth. What is the acceleration due to gravity on the surface of this planet as a function of g? 2. Which of the following statements is NOT true? A. The ratio of the squares of the periods of two planets is equal to the ratio of the cubes of their semi-major axes. B. If you were to draw a line from the sun to the object in orbit, the object would sweep equal areas along the ellipse in equal amounts of time. C. The orbits of planetary bodies are circular orbits; therefore, they following the rules of uniform circular motion. D. The orbits of planetary bodies are ellipses with the sun at one of the two foci of the ellipse. 3. A planet has an elliptical orbit around the Sun. Within the orbit, Position A is 5 times closer to the Sun than Position B. What is the ratio of the speed of the comet at Position A to the speed at Position B? 4. A moon orbits a planet with an elliptical orbit. At what point in the orbit is the kinetic energy of the moon the smallest? A. At the point closest to the planet B. At the point furthest away from the planet. C. At the two points halfway between the nearest and furthest points. D. There's not enough information to tell. 5. Which of the following statements is NOT true regarding the escape velocity of an object? A. Escape velocity is the minimum speed needed for an object to escape from the gravitational force of a massive object. B. When an object has escaped gravity’s influence, the total energy must equal zero. C. When an object has escaped gravity’s influence, the gravitational potential energy must equal zero. D. When an object has escaped gravity’s influence, the kinetic energy must be negative. 6. A satellite is orbiting the Earth a distance equal to the radius of the Earth above its surface. What is the acceleration due to gravity in this orbit? A. 2.5 m/s^2 B. 5 m/s^2 C. 10 m/s^2 D. 20 m/s^2 7. Which of the following statements are true about satellites in a circular orbit around the Earth? A. The only force acting on the satellite is the gravitational force of the Earth. B. The velocity of the satellite is directly proportional to its mass. C. The period of the orbit is determined by the mass of the satellite. D. The gravitational potential energy of the satellite is directly proportional to its height. 8. A comet follows an elliptical orbit around the Sun. At what point in its orbit does the comet sweep through the greatest area in a constant time t? A. The comet sweeps through the same amounts of area in equal time only as it moves further from the Sun. B. The comet sweeps through the same amount of area in equal time when it is furthest from the Sun. C. The comet sweeps through the same amount of area in equal time when it is closest to the Sun. D. The comet sweeps through the same amount of area in equal time anywhere in the orbit. 9. A satellite with mass m orbits the Earth (mass = M) in a circular orbit. Which of the following is a correct expression of the kinetic energy of the satellite? 10. Why do astronauts appear to be weightless when on the International Space Station, which is currently orbiting the Earth? A. The astronauts are not accelerating. B. The astronauts have no mass when in space. C. The astronauts are in a constant state of freefall D. The astronauts are too far away to feel the effects of the Earth's gravity, 11. A satellite orbits a planet with a radius R. If a second satellite is set into orbit with the same period, but a radius 2R, what is true about the relationship between the tangential velocities of the satellites? A. The tangential velocity of the second satellite is smaller than the first satellite. B. The tangential velocity of the second satellite is larger than the first satellite. C. The tangential velocity of the second satellite is equal to the first satellite. D. There's not enough information to tell. 12. In which of the following scenarios is the gravitational force the largest? A. A 2 kg mass and a 3 kg mass are held 1 meter apart. B. A 2 kg mass and a 10 kg mass are held 1 meter apart. C. A 2 kg mass and a 10 kg mass are held 2 meters apart. D. Two 4 kg masses are held 2 meters apart. 13. A satellite traveling at a speed v orbits a planet with mass M. If the planet had twice as much mass, what would be the orbital speed of the satellite? Assume that it says at the same distance from the center of mass of the planet. 14. A satellite of mass M moves in a circular orbit of radius R. Which of the following statements is NOT true of the satellite? A. The centripetal acceleration of the satellite depends on the value of R. B. The angular velocity of the satellite depends on the value of R. C. The magnitude of the centripetal force on the satellite is constant. D. The satellite's tangential velocity is constant. 15. A 700 kg satellite with mass m is orbiting the Earth (mass = Me) a distance equal to the radius of the Earth above its surface. Which of the following is a correct expression for the satellite's gravitational potential energy at this distance? A. -GmMe / 2Re B. -GmMe / 4Re^2 C. -2GmMe / Re D. -4GmMe / Re^2 What can we help you do now? 🤝Connect with other students studying AP Environmental Science with Hours

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Calendar learning for toddlers, preschoolers, and kindergartners The calendar is an incredible learning tool. Calendars help young children learn the basics of the days of the week, the months, and the year. This fun calendar offers opportunities for other learning as well. With the introduction of a calendar, your little ones can begin to learn sequencing with yesterday, today, and tomorrow. And the days of the month allow for a great opportunity to reinforce their counting skills. Members can use this calendar to keep track of birthdays, special days, and even their favorite holidays. Create birthday reminders! Encourage your child to mark special birthdays on the calendar. This can include siblings, grandparents, and even teachers! When a special birthday is coming up, seeing the reminder can prompt your child to create a special birthday card for that person. Mark your favorite holidays! You can add holidays to the calendar, so your little one can see when it is coming up. Add your own specials and messages! Dance recitals, sporting events, anniversaries can all be added to this calendar with either the slider icons, or by adding a special message to the calendar.

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Anxiety is a response to a perceived threat. Without the anxiety, or stress, response, we would not survive. We need to be able to react to stressful events such as a child running in front of a car. Most people experience feelings of anxiety before an important event such as an exam, or giving a presentation. Anxiety disorders, however, are illnesses that cause people to feel frightened, distressed, and uneasy for no apparent reason. Left untreated, these disorders can dramatically and significantly diminish an individual’s quality of life. Recognised specific anxiety disorders include… Panic attacks are repeated episodes of intense fear that strike often and without warning. Physical symptoms include chest pain, heart palpitations, shortness of breath, dizziness, abdominal distress, feelings of unreality, and fear of dying. They can often escalate until the sufferer develops a fear of the panic attack, which results in avoidance of situations where attacks are more likely to occur. This may eventually lead to conditions such as agoraphobia. GAD, sometimes known as ‘free-floating anxiety’, may be defined as a disorder in which the sufferer feels in a constant state of high anxiety. The anxiety experienced is not as a result of any specific trigger, but those with this condition feel that they are on edge all the time for no specific reason. GAD may be accompanied by physical symptoms, such as fatigue, trembling, muscle tension, headache, or nausea. OCD can be viewed in two parts; obsessions – repetitive, obtrusive unwanted thoughts that are experienced and result in unreasonable fears, and compulsions – acts or rituals carried out in response to fears generated by obsessions. The classic OCD condition is that of compulsive hand washing in response to an irrational fear of contamination. Sufferers of this disorder feel less anxious once they have carried out a compulsion. It is possible to experience obsessive thoughts only and not have the desire to carry out a compulsion. Examples of compulsions are excessive cleaning, counting, checking, measuring, and repeating tasks or actions. Examples of obsessions are worrying excessively about death, germs, illness – usually AIDS, cancer, etc. (this can also be classified as an ‘Illness phobia’,) having undesirable sexual thoughts, fearing causing harm to others. A phobia is an irrational fear of an object/situation etc. that would not normally trouble most people. For example, fear of spiders, fear of thunderstorms, fear of heights. Almost ANYTHING can result in a phobic response, although some phobias are easier to live with than others are. For example, a fear of snakes may not seriously affect an individuals life, even if severe. However, social anxiety can create major problems. We all suffer from mild social phobia at times – stage fright and public speaking, for example. A social phobic, however, may avoid ANY social occasion and gradually withdraw from normal life. PTSD may develop following exposure to a traumatic event that involves actual or threatened death, or serious injury such as rape or other criminal assault, war, abuse, natural disasters or road traffic accidents. The event may be witnessed rather than directly experienced, and even learning about it may be sufficient if the persons involved are family members or close friends. Sufferers may experience flashbacks, panic attacks Nightmares, numbing of emotions, depression and feeling angry. Nicknamed ‘Imagined Ugliness Syndrome’ for sufferers of the condition have an irrational preoccupation with a perceived body defect, either present in themselves or in others; the latter being dysmorphophobia by proxy. BDD sufferers cannot accept that their fears of their perceived body defect are out of all proportion, and frequently seek plastic surgery/other measures in an attempt to rectify the perceived problem. Often classified under the general umbrella of OCD (see above). Social anxiety is reported to be one of the most common forms of anxiety. You may find it difficult working in groups, attending parties or other social gatherings or perhaps you feel embarrassed in public doing 'normal' things like eating or going about your daily business at work. Perhaps you have a fear of crowds. Whatever your fear, if you feel that it is controlling your life and stopping you from doing things then we can help. The recommended treatment for anxiety disorders is medication if severe, plus self-help or talking therapies. Our own treatment encompasses anxiety management techniques such as thought stopping and EFT – emotional freedom technique, structured problem solving and CBT – cognitive behavioural therapy and a variety of relaxation techniques, such as hypnotherapy, relaxation and autogenics. For more information please see our Therapy Information page typesoftherapy.php

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Message from Teacher: We know a lot of families are worried about going to the dentist and the risk of exposure to Covid. Here is a resource to help you stay fully informed about going to the dentist and staying safe. It is important that your child get regular oral health care. Before going to a dental office, talk with the dental team about changes they have made to lower the risk of spreading the coronavirus disease (COVID-19) to patients and parents. As the caregiver to your child you have to do what is best for your child and your family and whatever your choose, we will support you. If you have any additional questions please talk about it with your child’s teacher on your next home visit call. For more things dentist offices are doing to keep patients safe please see this handout: Suggested Home Learning Activities For This Week: What is Missing Memory Game – Boosting memory skills boosts other skills like concentration and attention. Gather any toys you have at home or even school supplies (toy cars, duck puppet, robots, shapes, etc). Line up 3 to 6 items on the floor and allow your child to study the items. Once you give them some time to remember what is in front of them, have them turn around or close their eyes while you take one toy away. Once they turn back around or open their eyes, have them guess which item is missing! You can take turns with your child on playing this fun game. Math / Science Shoe Hunt: Math Game – Invite your child to go on a shoe hunt. Count the number of shoes each family member has. Count how many different types of shoes are in your house. How many have laces? How many have Velcro or buckles? Do you wear them indoors or outdoors? Do you slip them on? Count how many pairs of shoes Teach your child how to count by twos. Line the shoes up from biggest to smallest. Get out a tape measure or ruler and measure the shoes. Language / Literacy Clean up Song – In school, it was very important that the kiddos always clean up after themselves once they are done playing with toys, eating, or doing any activity. This song teaches the topic of cleaning up, helping children understand that at the end of every activity, it is necessary to put everything in its place once they are done. Play this song so they know it is time to clean up and put everything where they belong! Movement / Play Movement/Exercise Activity: Bowling – I hope my friends have heard of bowling! This activity is a fun activity to do with minimal materials. Set up a mini bowling alley in the hallway or anywhere in your home by using plastic cups as bowling pins. Use the traditional triangle setup or create a stacked pyramid. Then roll any soft ball you have at home to knock them down. The goal is to try to knock all the pins down in one try! Encourage your child to count items that have been knocked over and count the cups as you set them up again. Movement / Play Toss – Find a large container your child can use to throw items into (a box would work great). You can encourage your child to throw small soft toys like stuffed animals, small balls or clothing items like socks/shirts. Show your child how to throw the first item in the box and tell them to copy you. When they throw it into the box, cheer them on. Your child will like this game better if you and other family members are also throwing items in the box.

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As it walks in its marshy habitat, its ungainly stride makes it look as if the bird is limping, hence the common name of Limpkin. Aramus, the genus name, comes from the Greek meaning sword and the species name guarauna from a Tupi (Brazilian) language and meaning marsh bird. And indeed the Limpkin is a marsh bird with a beak like a sword. The only species in its family, Aramidae, the Limpkin is found in southern Georgia and Florida, Mexico, Central and South America, and the Caribbean. Limpkins are closely related to the Rallidae (rails, coots, and moorhens) and Gruidae (cranes) families, the two otherrfamilies making up the order Gruiiformes – Limpkins do look a bit like small cranes. Inhabiting lakes, swamps, and marshes, the Limpkin stands over two feet tall with its long legs, resembling an immature heron. It is brown with white spots and streaks. The Limpkin is a nocturnal hunter with a large part of its diet being made up of apple snails, but it also eats frogs, tadpoles, and insects. Its long, pointed bill is slightly curved and is yellow with a black tip. The bird’s bill is well adapted to capture and eat apple snails. When the Limpkin’s bill is closed, there is a gap just behind the tip that helps the bird use its bill like tweezers to remove snails from their shells. In some limpkins the tip of the bill is also curved to the right just a bit to make it even easier for the limpkin to slide its bill into the shell of the apple snail. Foraging is done by walking in shallow water, visually identifying food items as it walks. Limpkins will also probe in mud and below water. Upon locating a snail, they will typically move to dry land before extracting the snail from its shell. In the early 20th century Limpkins were hunted for food, almost to the point of extinction. They recovered thanks to conservation efforts and legal protection, but habitat loss remains a threat. And, as the freshwater wetlands the limpkin relies upon are highly vulnerable to sea level rise and saltwater encroachment, climate change is also of great concern. Recently Limpkins have been found in Louisiana and populations of the bird have drastically increased in Florida. Most likely, the increase in numbers of Limpkins is due to the invasion of the island apple snail, one of four non-native apple snails in the state. The native snail is 2-3 inches in length but the island species can reach five inches! Lots of food for snail eaters like the Snail Kite, Rostrhamus sociabilis. Snail kites are locally endangered in Florida but higher numbers have been seen recently. They prefer the same type of environment and diet as limpkins and are also eating the invasive island apple snails. The limpkin is also known as the crying bird because of its call. In fact, the screeching cry of the hippogriff in the movie Harry Potter and the Prisoner of Azkaban is actually the cry of the Limpkin.

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These small hopping insects are a common problem in gardens around southern Manitoba, and they can cause big trouble for crops such as radish, kale, broccoli, mustards, horseradish, arugula, hosta and other popular plants. While very frustrating, there are a number of ways to reduce the damage caused by this pest. Flea Beetles can easily be identified as they converge on specific plants, and look like dark brown or black hopping fleas. They cause most of their damage by munching on plant foliage, and almost always occur en mass. In Manitoba, Flea Beetles are strongly associated with canola, and swarms of the bugs often arrive in Winnipeg after crops are harvested from surrounding farm land. The insects overwinter in plant debris, and larvae emerge in late spring where they feed on plant roots. Once the young beetles have matured to adult stage, they become highly mobile and start to feed on the plant leaves. The adults go on to reproduce, giving rise to up to 2 generations per season. There are five proven strategies for dealing with flea beetles without using heavy duty chemicals (which do not work well anyways!): 1) Crop rotation. If possible, avoid replanting susceptible varieties in the same location each season. The life cycle of the beetles is severely disrupted if the emerging larvae have nothing to feed on, and they will die off before they can mature to reproductive age. 2) Beneficial Nematodes. Native species of nematodes can be watered into the garden where they eat up the larvae. This is highly effective at stopping the emerging (first generation) of the beetles. Beneficial nematodes can be applied once soil reaches 10 degrees Celsius. 3) Row Covers. Floating row covers are light weight fabric blankets that are placed over crops to create a physical barrier against pests. Row covers are left over top of plants 24/7 as young plants get established; once plants are well established the row covers can be removed. Row covers allow light and water to get through so plants develop normally under cover. The fabric can literally be "floated" over plants and secured on the edges and ends, or may be draped over hoops to create a more spacious growing space. Row covers are one of the most effective tools for preventing damage from Flea Beetles. This solution is ideally paired with the first two, to ensure that beetles do not emerge under the row cover. 4) Mulching. Mulches such as straw or shredded newspaper are know to reduce Flea Beetle occurrence by making it difficult for the larvae to emerge from the soil. Planting non-susceptible crops among susceptible ones as a "living mulch" is another variation on this theme. The living mulch concept is thought to confuse the beetles who normally identify their target plants based on the contrast between the leaves and surrounding soil. 5) Safe Insecticides. In situations where many adult Flea Beetles are present, Safer's End-All can be applied. This is a pyrethrum based insecticide and is approved for use on edible crops and organic production (but should not be sprayed where fish or birds are in close proximity). To be effective the spray must come into direct contact with the insects; there is no residual effectiveness. Another insecticide that is used against Flea Beetles is diatomaceous earth (crushed fossilized diatoms); it is applied by sprinkling onto afflicted plants. This is a completely non-toxic solution that works by physically "scuffing" the joints of the insects, leading to desiccation and thus the demise of the bugs! It must be emphasized that trying to kill off a flea beetle infestation is not a long term solution, particularly for later season occurrence, as more beetles are likely to fly into your garden to pick-up where the dead ones left off. The main benefit of using Safer's End-All or diatomaceous earth is short term reprieve for your plants. As a final thought on managing Flea Beetles, end of season clean up is considered particularly helpful. If there is little plant debris left in the soil, the beetles have a hard time surviving the winter or feeding if eggs do hatch come the spring. Some experts recommend tilling under gardens where susceptible plants are grown, but this is at odds with good organic soil management (zero till is healthier for the soil micro organisms and structure) - so pulling up of finished plants is a better strategy.

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Who were the First Americans? Where did they come from? When did they get here? Are they the ancestors of modern Native Americans? These questions might seem straightforward, but scientists in competing fields have failed to convince one another with their theories and evidence, much less Native American peoples. The practice of science in its search for the First Americans is a flawed endeavor, Robert V. Davis tells us. His book is an effort to explain why. Most American history textbooks today teach that the First Americans migrated to North America on foot from East Asia over a land bridge during the last ice age, 12,000 to 13,000 years ago. In fact, that theory hardly represents the scientific consensus, and it has never won many Native adherents. In many ways, attempts to identify the first Americans embody the conflicts in American society between accepting the practical usefulness of science and honoring cultural values. Davis explores how the contested definition of “First Americans” reflects the unsettled status of Native traditional knowledge, scientific theories, research methodologies, and public policy as they vie with one another for legitimacy in modern America. In this light he considers the traditional beliefs of Native Americans about their origins; the struggle for primacy—or even recognition as science—between the disciplines of anthropology and archaeology; and the mediating, interacting, and sometimes opposing influences of external authorities such as government agencies, universities, museums, and the press. Fossil remains from Mesa Verde, Clovis, and other sites testify to the presence of First Americans. What remains unsettled, as The Search for the First Americansmakes clear, is not only who these people were, where they came from, and when, but also the very nature and practice of the science searching for answers.

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One of the celestial bodies that has always remained elusive and quite enigmatic in our Solar System for many years is Pluto. Nestled way beyond Neptune, Pluto has been a major subject of intrigue, fascination, and controversy among astronomers, experienced and amateurs alike. Its demotion from its fully-fledged planetary status in 2006 by the IAU (International Astronomical Union) only fueled the controversy and intensified all the mystery surrounding it. More and more amateur astronomers have since wanted to have a glimpse of the dwarf planet. While Pluto is quite elusive and difficult to spot in the sky, you can still observe it with a decent telescope. In this article, I will be telling you how to see Pluto with a telescope, the best way to find it in the night sky, and factors you need to consider when setting up your vantage point on Earth to view it. Peering through our Solar System to observe this distant celestial object is quite a thrilling undertaking that most definitely deepens our appreciation of our mysterious universe. Facts about Pluto Pluto, a rocky world that is about 2390 kilometers in diameter, is one of the five dwarf planets in our Solar System. Before 2006, Pluto was considered one of the nine planets of the Solar System. But in August 2006, it was demoted from its fully-fledged planetary status and considered a dwarf planet by the International Astronomical Union. Now, what is a dwarf planet? You may wonder. In simple terms, a dwarf planet is a planet that failed to entirely clear its own orbit of any debris. You see, when planets were forming, they got bigger by attracting rocks and any other debris around them, especially those in their orbit. Pluto failed to do that. Scientists discovered that the orbit of Pluto is littered with a lot of rocks, some of which are almost as big as itself. This is the reason the IAU demoted Pluto to dwarf planet status in 2006 when the discovery was made. According to the IUA, for any celestial body to be considered to be a planet, it must satisfy the following three conditions: - The object must be orbiting a host star, and in this case, we are talking about the Sun. - The body’s gravity must be massive enough to pull debris into a spherical shape. - It must be the dominant object in its orbit. This simply means that the object must clear any objects such as rocks in its orbit. We see that Pluto meets the first two conditions, but it hasn’t cleared its orbit of debris and rocks. It is, therefore, not considered a planet. Pluto has five moons, the largest of them called Charon. Charon itself is more than three-quarters the size of Pluto. The dwarf planet is more than 5.9 billion kilometers from the Sun but ventures closer to the Sun than Neptune does. Its distance from our planet Earth is over 5.09 billion kilometers. How to Find Pluto in the Night Sky Before you start observing Pluto from Earth, you first need to find its position in the night sky. Note that because the atmospheric conditions keep changing and the fact that Pluto comes to the opposition every 367 days, the dwarf planet is not always up in the sky. You, therefore, need to be sure it is up before setting up your equipment to view it. One of the ways to do that is to use constellations, but if you are not good with that, there is a better and easier way. There are many astronomy applications and software available today that you can use to get the position of any celestial objects in the sky at any one given time. Examples of these applications and software include Stellarium, Saky Safari, and Star Walk 2. Most of these applications will give you a sky plan, depending on your location. They will also give the time and altitude of the planet so it is easy for you to trace and spot it. You can also use various star charts available online to track and locate the dwarf planet. Can You See Pluto without a Telescope? It is impossible to see Pluto from Earth without a telescope for various reasons. One of the major reasons this is the case is the massive distance between Pluto and the Sun. With more than 5.9 billion kilometers between the two, Pluto doesn’t have much light to reflect, so we can clearly see it from Earth. Planets like Venus, Jupiter, and Saturn are easily visible from Earth because of their close proximity to the Sun, so they shine bright and are easy to spot. The second factor that makes it difficult for us to see Pluto from Earth is the distance between us and the dwarf planet. There are more than 5 billion kilometers between us. While Pluto still reflects some light from the Sun, the distance is just too huge for us to see it without any decent equipment. Another factor is its size. At just 2390 kilometers in diameter, Pluto is smaller than our Moon. This, coupled with its distance from the Sun, means it is just not going to reflect enough light for us to see it with the naked eye from Earth. In general, Pluto lies at the very edge of our Solar System. It is small and shines at a small magnitude of just 14.4. You are, therefore, not going to see it without a telescope. To get the best shot of the dwarf planet, you will need a telescope with a decent aperture, dark skies, and some patience. How to See Pluto with a Telescope Before we dive deeper into this section, I must mention that you need at least a 5-inch telescope to see Pluto. You stand a better chance if you have an 8-inch or bigger telescope. If you have one of these, it is time to observe the dwarf planet. But how? As discussed above, you first need to locate the position of the planet in the sky. Download and install any astronomy application on your phone. There are so many of them out there for both Android and iPhone. Once you have this ready, run then and search for the location of Pluto. If it is up in the sky, most of these applications will give you a sky map and the altitude of Pluto. For example, the software can tell you the dwarf planet is 43 degrees west of the Eastern horizon. This, of course, will depend on your location. Now, you need to use this information to get the exact location of Pluto in the sky. However, you are going to need a star chart including stars with a magnitude of between 14 and 15. Note that the horizon itself will be the baseline, meaning it will be at 0 degrees. The zenith, directly overhead the horizon, is at 90 degrees. This tells you that midway through the zenith and the horizon is at 45 degrees. You can, therefore, locate Pluto at 2 degrees below this midway line. When you know where to point your scope, set it and make sure the finderscope is correctly aligned. Point it to the direction established and look through the eyepiece to try and find Pluto. You are going to need a lot of patience. One of the good things about dwarf planets and fully-fledged planets is that, unlike stars, they move. This fact is going to come in handy later. When you look through the eyepiece, you are going to see stars, some of which are faint. Pluto should be among the faint ones, probably the faintest one. Now, all you need to do is plot the position of this faint ‘star’ for two to three consecutive nights. Pluto moves about 1.5 arc minutes per day. With a magnification of between 200X and 250X, you should be able to see the faint ‘star’ change its position daily. This is how you know you have Pluto in your view. When Can I Observe Pluto with a Telescope? As I pointed out earlier in the article, Pluto is best seen when it is in opposition. This is when it is directly opposite the Sun. Pluto reaches opposition every 367 days, and for the foreseeable future, this is going to be in late July of every year. However, this is not to say that you cannot see Pluto during other times. While it is trickier than when it is in opposition, you can see Pluto from March through October when it is far enough from the Sun. Most stargazers with a good telescope are able to spot the dwarf planet during this period. If you are far away in the North, it is even harder to see Pluto when it is not in opposition. Your best time to see it will be during the summer months when it barely appears above the horizon, much like the Sun does during winter. What Size of Telescope Do I Need to View Pluto? This dwarf planet is gradually drifting farther and farther away from the Sun, and, as a result, it is getting dimmer and dimmer, making it more difficult to see from Earth. At its perihelion in 1989 (29.6 AU), Pluto shone at a magnitude of 13.7. During this time, Pluto was as bright as the moons of Uranus and Neptune. It was visible with any telescope with apertures as small as 4 inches. The dwarf planet has since drifted farther away from the Sun. At present, its brightness hovers around a magnitude of between 14.3 and 14.4. That said, today, you can only observe Pluto if you have a telescope with an aperture of at least 5 inches. However, you will have the best shot at seeing Pluto if you have a telescope with an aperture of 8 inches or bigger. You will still need dark skies to get the best images, and as we will see later, there are other factors that play a significant role in the quality of images you get. With a 10-inch telescope, you can conspicuously see Pluto under darker skies. You will need a larger telescope if you live in an area with a lot of light pollution. A 12-inch scope offers better images with less struggle, and a scope with a 14-inch to 16-inch aperture will do a great job and give you clearer glimpses at Pluto. What Pluto Looks Like in a Telescope Through most telescopes, Pluto appears as a star-like spot. Its disk is below 0.1 arc seconds wide, and no telescope is able to resolve it. This begs the question: How am I going to know I am looking at Pluto? I explained earlier that the best way to know you are looking at Pluto is by sketching its position in the sky against the background stars. The dwarf planet moves about 1.5 arc minutes per day, so if you notice the star-like point changing its position over 2-3 nights, then you can confirm you are actually looking at Pluto. You can also familiarize yourself with the star field immediately around Pluto and use high magnification to make sure you are looking at Pluto at any given time. Factors to Consider when Viewing Pluto with a Telescope There are a few factors you need to consider when choosing your vantage point to view Pluto from Earth. You want to make sure you have the right ‘seeing’ conditions. You probably already know that the atmosphere is filled with a lot of gases that keep moving and swirling around. This and other things, such as air turbulence, can affect the seeing conditions. There are many resources and astronomy communities online you can use to know if the conditions are right to see Pluto. Air turbulence also affects the quality of images you get. Be sure to avoid setting your observation point in areas that could potentially emit heat into the atmosphere in the evening. Examples include areas with concrete floors and close to chimneys or rooftops. Also, choose places with the least amount of light pollution. Again, you can use online communities, forums, and astronomy applications to find out which places have the least amount of light pollution around your location. While Pluto is very far away from us and one of the dimmest celestial objects, we can still see it from Earth with a telescope. You will need at least a –inch telescope to see Pluto. Follow the tips provided in this guide and enjoy the sight of Pluto.

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The Korean War is commemorated on June 25th, and it is possibly the least well-known combat in modern history. As a result, everyone save those who fought in it refers to it as the “Forgotten War” or the “Unknown War.” Because of this, the war’s facts, including why it happened and what happened afterwards, are treated as a Cold War footnote in Western world history classes. Why War Broke Out in Korea? The United States and the Soviet Union liberated annexed Korea, then one country, from the Japanese at the close of World War II. The United States and the Soviet Union then divided the country into two occupation zones: North and South, with the United States, advising the south as it transitioned to a republic and the Soviets taking the north and installing communist leader Kim Il Sung, grandfather of current Supreme Leader Kim Jong Un. In 1948, as the Cold War began, two sovereign republics were established: the south as a republican state, and the north as a communist state. The 38th parallel is the line that separates the two. North Korean forces, the Korean People’s Army, crossed the 38th parallel into South Korea on June 25, 1950, backed by China and the Soviet Union. Their strategy was simple: reunify the Korean Peninsula under Kim’s leadership. Korea would become the Cold War’s first battleground. As a result, the newly founded United Nations and its Security Council authorised the deployment of troops to end the conflict. It was a violent battle between two opposing ideologies: communism and capitalism. As a result, the newly founded United Nations and its Security Council authorised the deployment of troops to end the conflict. It was a violent battle between two opposing ideologies: communism and capitalism. Despite the fact that the United States provided the majority of the fighting force during the Korean War, with almost 5.3 million troops deployed globally by the end of the conflict, more than 55 countries supplied troops, supplies, or other forms of aid to the South Korean cause. Military participation was provided by twenty-one countries. In August 1948, Syngman Rhee, the head of the Republic of Korea Army, organised the South Korean forces that would become the Republic of Korea Army. 30,000 ROKA had died for the cause by the end of the conflict. More than three million North Korean, Chinese, and Russian troops took part in the three-year border battle, which turned into a horrific border war. According to CNN, “the war cost around 1.2 million lives in South Korea, 1 million lives in North Korea, 36,500 lives for US troops, and 600,000 lives for Chinese soldiers.” At initially, the North Koreans made quick headway, seizing Seoul and driving South Korean and American troops back to Busan, South Korea’s southern port. After the Waegwan bridge over the Nakdong River was blown up on August 3, General Douglas MacArthur was able to hold them off. After that, UN forces continued to replenish and reinforce their position with a defensive perimeter. Soon after, the first British troops arrived in Busan. They were quickly dispatched to the western part of the Busan defences, the Nakdong. They and the UN forces counter-attacked after being reinforced. Despite being “forgotten,” the border dispute that escalated into a full-fledged war set the stage for some of the most famous and terrible conflicts in contemporary military history. The Battle of Bloody Ridge, the Battle of Chosin Reservoir, and the Battle of Incheon all took place there. The first, in the midst of the war’s stalemate in 1951, Bloody Ridge, lasted three weeks and resulted in 2,700 UN casualties but 15,000 for the opposing side. The battle of the Chosin Reservoir is widely regarded as the most agonising of the Korean War’s conflicts, and it redefined heroism as demonstrated by US Marines fighting in the harshest terrain Korea had to offer, enduring severe weather and fighting in the harshest terrain Korea had to offer. According to Encyclopaedia Britannica, the amphibious operation at Inchon, which “reversed the tide of the war, forcing the invading North Korean army to flee in chaos along the Korean peninsula,” was a bright moment for U.S. General Douglas MacArthur. In April 1951, the Chinese launched a counter-offensive, intending to retake the South Korean capital. On the 22nd and 25th of April, they were held up by UN forces near Kapyong (now Gapyeong) and on the Imjin River (22-25 April). The British 29th Brigade was in charge of defending the line at Imjin. Despite the fact that the enemy had a numerical advantage, the brigade held its position for three days until being forced to retreat. Imjin River was the British Army’s heaviest fight since WWII, as well as one of the most decisive defensive battles the army has ever fought. The measures slowed the Chinese attack, allowing UN forces to retreat to a safer defensive position north of Seoul, where they were eventually able to stop the enemy. The battle at Imjin signalled the end of the war’s mobile phase. The strategic bombing of North Korea and the imposition of a naval blockade on the country resulted in a stalemate. The Soviets signalled in June that they were inclined to pursue an arbitration settlement. In July 1951, armistice talks began at Kaesong. However, because of differences over the topic of prisoner-of-war exchanges, a settlement could not be achieved. Two years of static fighting followed, with many of the battles taking place in terrible cold and heat. Commonwealth troops were rotated in and out of hill positions, patrolling and defending them. Although the fighting fronts were now static, set-piece actions were nevertheless carried out from time to time as both sides tried to gain control of critical regions of territory and gain a victory that would enhance their negotiation position. From July 1951, British forces were assigned to Major-General James Cassels’ 1st Commonwealth Division. A truce was struck after three arduous years of fighting many battles and losing troops to countries all over the world. Lt. Gen. William K. Harrison, Jr. of the United States Army and North Korean Gen. Nam Il signed 18 copies of the formal Korean Armistice Agreement in three languages on July 27, 1953. The war had a devastating human cost. The Strategic Air Command groups dropped 4,000 tonnes of bombs in the first month of their operation alone. The bombers employed napalm in addition to high explosives. Curtis LeMay now retired, characterised the carnage as follows: “We eventually set fire to every town in North Korea, as well as several in South Korea. We also set fire to [the South Korean city of] Busan, which was an accident, but we set fire to it nonetheless.” Estimates of losses vary significantly, but there is evidence to assume that more than two million people died in North Korea, in addition to the three and a half million military killed, wounded, and missing on both sides. In the end, the border between the two countries remained unchanged from before the invasion by North Korea. At Panmunjom on July 27, 1953, an Armistice was ultimately signed. Korea, however, remained a divided country. The 1st Commonwealth Division was reduced to a brigade-level in 1954 before being phased out in 1957. Since 1953, North and South Korea have taken drastically distinct courses. South Korea has grown into an important Asian economic and industrial force, absorbing global culture and ideas. It is a prosperous capitalist nation, with massive firms exporting goods all over the globe. North Korea is still a communist state. Its economy revolves around the maintenance of one of the world’s largest standing armies. The United Nations has expressed concern about North Korea’s nuclear weapons programme. The Armistice, on the other hand, was not a long-term peace deal between the two countries. While the Armistice stopped all military forces combat in Korea, no peace treaty between the North and South Korean governments has ever been signed to re-establish relations. In essence, the battle never came to a close. A demilitarised zone, or DMZ, was established by extending 1.2 miles on each side of the 38th parallel, but both sides maintain a significant military presence there. Over the last 70 years, the countries have alternated between periods of rapprochement and outright enmity. Some family members are still separated from each other on opposite sides of the border. While North Korea’s sabre-rattling has increased in response to its nuclear-weapons development, the United States maintains a large military presence in South Korea – roughly 28,500 troops. Tensions have risen since the beginning of COVID-19, as the worldwide blockade of commodities and services has wreaked more havoc on North Korea’s economy than any sanctions system. South Korea has fared exceptionally well in the face of the pandemic. North Korea, on the other hand, claims that it has no cases. We know this isn’t true because officials were executed for not following protocol at the start of the pandemic. It’s improbable that peace will be achieved. There can be no tractionable change without a peace treaty to end the Korean War. I just don’t know if there’s enough motivation to make it happen.

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Table of Contents Do mammals have an internal skeletal system? All vertebrate animals (fish, amphibians, reptiles, birds and mammals) have internal skeletons. Which protects the soft inner body parts of animals like turtle and snail? The shells you find littered along the beach are actually the ‘skeletons’ of invertebrate animals called mollusks. Unlike the internal skeleton of humans, mollusks actually have an external skeleton. This exoskeleton protects the animal’s soft inner body parts and acts as a sight for muscle attachment. What are the 2 types of skeleton? The adult human skeleton usually consists of 206 named bones. These bones can be grouped in two divisions: axial skeleton and appendicular skeleton. What is human endoskeleton? The human skeleton is an endoskeleton that consists of 206 bones in the adult. It has five main functions: providing support to the body, storing minerals and lipids, producing blood cells, protecting internal organs, and allowing for movement. What are the external structures of mammals? Mammals in general are vertebrates that possess hair and mammary glands. The mammalian integument includes various secretory glands, including sebaceous glands, eccrine glands, apocrine glands, and mammary glands. Mammals are synapsids, meaning that they have a single opening in the skull. What kind of skeleton do mammals have? By definition, mammals are vertebrates, which means that all mammals have an internal skeleton that supports the body. This structure is characteristically made up of over 200 bones and supports muscles and ligaments throughout the body. Do all mammals have a backbone? The backbone is the observable feature that defines whether the animal is a vertebrate or an invertebrate. Fish, reptiles, birds, amphibians and mammals are different sub-groups of vertebrates – they all have internal skeletons and backbones. What are mammal skeletons? Mammals are highly advanced vertebrate animals and have complex skeletons. The mammalian skeleton is split into the axial and appendicular skeletons. The axial skeleton consists of the skull, spinal column and rib cage and the appendicular includes the bones of the arms, legs, hands, feet, pelvis and shoulder. What is skeleton of a mammal? Mammalian Skeleton The axial skeleton is made up of the braincase, or cranium, which encloses the brain, and the backbone and ribs. The axial skeleton’s main function is to protect the nervous system. The bones in the limbs and the girdles, which support the limb bones, make up the appendicular skeleton. What is the 206 bones? The adult human skeleton is made up of 206 bones. These include the bones of the skull, spine (vertebrae), ribs, arms and legs. Bones are made of connective tissue reinforced with calcium and specialised bone cells. Most bones also contain bone marrow, where blood cells are made. What is mammalian skeleton? Is teeth exoskeleton or endoskeleton? Teeth are considered part of the skeleton system even though they are not bone. Teeth are the strongest substance in your body being made up of enamel and dentin.

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Bookkeeping and accounting are often used interchangeably, but they are two different terms that have distinct roles and responsibilities in the financial management of a business. In this article, we will delve into the differences between bookkeeping and accounting. Their respective functions, and why they are both essential in maintaining accurate financial records. What is Bookkeeping? Bookkeeping and Accounting is the process of recording financial transactions on a day-to-day basis. It involves the systematic recording of all financial transactions, such as sales, purchases, receipts, and payments, in a ledger or a software program. The primary objective of bookkeeping is to ensure that all financial transactions are accurately recorded, and the financial statements, such as the balance sheet, income statement, and cash flow statement, can be prepared at any time. The role of a bookkeeper is to maintain a company’s financial records by recording all transactions, reconciling bank statements, maintaining a general ledger, and generating reports. The bookkeeper ensures that the company’s financial records are up to date and that all transactions are correctly classified and recorded. What is Accounting? Accounting is a broader concept than bookkeeping, which encompasses the entire financial management process. Accounting involves analyzing, interpreting, and summarizing the financial data provided by the bookkeeper to make informed decisions about the financial health of the business. The primary objective of accounting is to provide useful financial information to stakeholders. Such as investors, creditors, and management, to help them make informed decisions. The role of an accountant is to analyze the financial data generated by the bookkeeper and to prepare financial statements that accurately reflect the company’s financial position. The accountant may also provide financial advice, prepare tax returns, and develop financial strategies to help the company achieve its financial goals. Why are Bookkeeping and Accounting Both Essential? Bookkeeping and accounting are both essential components of financial management. Without accurate bookkeeping, it is impossible to have accurate financial statements. The bookkeeper ensures that all financial transactions are recorded and classified correctly. Which is necessary for preparing financial statements and tax returns. On the other hand, without accounting, it is impossible to make informed decisions based on financial data. The accountant interprets the financial data provided by the bookkeeper to prepare financial statements, analyze trends, and provide financial advice. Accounting helps business owners make informed decisions about investments, expenses, and strategies to achieve their financial goals. Bookkeeping and accounting are two different concepts that are essential components of financial management. Bookkeeping involves the systematic recording of financial transactions. While accounting involves analyzing, interpreting, and summarizing the financial data to make informed decisions. Both bookkeeping and accounting are essential for maintaining accurate financial records and making informed decisions about the financial health of the business. A good bookkeeper and accountant can help a business owner make informed decisions that can lead to success and growth.

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Bear Information Index - Bear Habitat There is quite a bit of diversity when it comes to the habitat and distribution of bears. For example only the Polar Bear is able to live where it is extremely cold. - Bear Feeding Bears are animal that eat a great volume of food on a daily basis. Most of them consume both plants and animals. - Bear Reproduction There is plenty to learn in the area of bear reproduction. The age of maturity can range from 2 to 10 years of age depending on the type of bear. - Bear Anatomy The overall anatomy of a bear makes it simple enough to identify out there. Some of them are only about 100 pounds though while others can be more than 1,000 pounds. - Bear Communication The sounds of bears can be exciting as well as scary when you hear them in the wild. - Bear Predators Due to the size of bears and their strength, they don’t have to worry too much about predators in the wild. - Bear Social Structure The bear social structure is one that is very simplistic due to the fact that almost all of the bears out there are solitary in nature. (Visited 392 times, 1 visits today)

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What Is Peripheral Arterial Disease? Peripheral arterial disease affects the arteries of the legs, kidneys and other body parts besides the brain and heart. It narrows or blocks arteries, reducing blood flow. An estimated 202 million people worldwide are living with the disease.1 Since many people are not aware of the disease, it is often not recognized in time and therefore treated too late. The most important cause of peripheral arterial disease is the accumulation of fatty plaque in the arteries, called arteriosclerosis. The plaque is made of cholesterol, blood fats, cellular waste products, calcium and a sticky protein called fibrin. By narrowing or even closing the arteries, the plaque reduces normal blood flow (ischemia). Without enough oxygen-rich blood, organs and tissue stop working. The most common type of peripheral arterial disease is critical limb ischemia. Fifty to seventy-five percent of peripheral arterial disease patients also suffer from cerebral and/or coronary arteriosclerosis, which may cause stroke or heart attack.2 - Age (those over 50 are at higher risk) - Family history of heart or vascular disease - High blood pressure (140/90 or higher) - High level of cholesterol (total blood cholesterol over 240 milligrams per deciliter) - High level of blood fat - Sedentary lifestyle and lack of physical activity - Obesity (body mass index over 30) Some risk factors such as age and a family history of the disease are uncontrollable. Others, such as smoking, weight and activity level, can be changed. In the beginning, the circulatory disorder causes discomfort in half of patients. Later on, leg pain may occur while walking or during other physical activity. Advanced peripheral arterial disease may also cause leg pain and other symptoms while at rest. Early detection of peripheral arterial disease is crucial for effective therapy. Consult your physician if you notice any of the following symptoms: - Tired and weak arms and legs - Leg pain (usually in the calves) - Arm or buttocks pain (less common) - Burning or tingling sensation in the feet - Numbness in the hands and feet - Cold skin and/or changes in skin color (reddish, bluish or pale) - Sore legs and feet, or poor wound healing - Intermittent and severe pain while walking that subsides with rest (claudication) - Erectile dysfunction Symptoms including chest pain, headache, vertigo and sight disturbances can indicate cerebral and/or coronary circulatory disorders. Patients with risk factors should regularly undergo check-ups. These tests are used to confirm peripheral arterial disease: - Ankle-brachial index (ABI): a physician measures blood pressure in the ankle and in both arms. Usually, blood pressure in the ankles is the same or slightly higher than blood pressure in the arms. If blood pressure in the ankles is significantly lower or higher than in the arms, there is strong evidence for peripheral arterial disease. If the result is unclear, measurements are repeated before and after physical activity (exercise stress test). - Ultrasonography: an ultrasound exam that shows narrowed or blocked blood vessels and evaluates blood flow through the arteries. - Magnetic resonance imaging (MRI): Very high-quality 3D-images show vessels and existent lesions in a non-invasive exam - Computed tomography (CT): X-ray scans show the arteries from different angles. - Angiography: a contrast dye is injected in the arteries before X-rays are taken. Angiography is a minimally invasive method that provides detailed information on the location and extent of arterial blockage. Find out more about the treatment of peripheral arterial disease . 1 Fowkes F, Gerald R, et al. Comparison of global estimates of prevalence and risk factors for peripheral artery disease in 2000 and 2010: a systematic review and analysis. The Lancet. 2013; 382 (9901): 1329–1340. http://www.thelancet.com/journals/lancet/article/PIIS0140-6736%2813%2961249-0/abstract 2 Hallett John W. Peripheral Arterial Disease. Merck Manuals Professional Edition. 2014.http://www.merckmanuals.com/professional/cardiovascular-disorders/peripheral-arterial-disorders/peripheral-arterial-disease 3 Olin Jeffrey W et al. Peripheral Artery Disease: Current Insight Into the Disease and Its Diagnosis and Management. Mayo Clin Proc. 2010; 85(7): 678-692. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2894725/

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Welcome to Term 4! I do hope you all havd a happy and restful week. In English this term we will be using our version of Lost and Found by Oliver Jeffers to invent our own voyage and return stories. The children have loved learning the words and actions by heart using our story map (below). We have created mag-pie books where we can store words, phrases and ideas that other writers have used that we really like. We can then use them in our own wrting. This is one of the key strategies that is part of the Talk4writing ethos. In maths we will be focusing on place value (within 20). The children will learn each number from 11 to 19 has '1 ten and some more'. They will see 10 and 20 as having just tens and no ones, and they will still need to understand that numbers can be seen in different ways (e.g 1 ten being equal to 10 ones). The children will continue to use numicon and ten frames but we will also introduce Base 10 (below). It is key that children fully understand place value before they move onto adding and subtracting two-digit numbers.

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Tunneling is a way to move packets from one network to another. Tunneling works via encapsulation: wrapping a packet inside another packet. After reading this article you will be able to: Copy article link In the physical world, tunneling is a way to cross terrain or boundaries that could not normally be crossed. Similarly, in networking, tunnels are a method for transporting data across a network using protocols that are not supported by that network. Tunneling works by encapsulating packets: wrapping packets inside of other packets. (Packets are small pieces of data that can be re-assembled at their destination into a larger file.) Tunneling is often used in virtual private networks (VPNs). It can also set up efficient and secure connections between networks, enable the usage of unsupported network protocols, and in some cases allow users to bypass firewalls. Data traveling over a network is divided into packets. A typical packet has two parts: the header, which indicates the packet's destination and which protocol it uses, and the payload, which is the packet's actual contents. An encapsulated packet is essentially a packet inside another packet. In an encapsulated packet, the header and payload of the first packet goes inside the payload section of the surrounding packet. The original packet itself becomes the payload. All packets use networking protocols — standardized ways of formatting data — to get to their destinations. However, not all networks support all protocols. Imagine a company wants to set up a wide area network (WAN) connecting Office A and Office B. The company uses the IPv6 protocol, which is the latest version of the Internet Protocol (IP), but there is a network between Office A and Office B that only supports IPv4. By encapsulating their IPv6 packets inside IPv4 packets, the company can continue to use IPv6 while still sending data directly between the offices. Encapsulation is also useful for encrypted network connections. Encryption is the process of scrambling data in such a way that it can only be unscrambled using a secret encryption key; the process of undoing encryption is called decryption. If a packet is completely encrypted, including the header, then network routers will not be able to forward the packet to its destination since they do not have the key and cannot see its header. By wrapping the encrypted packet inside another unencrypted packet, the packet can travel across networks like normal. A VPN is a secure, encrypted connection over a publicly shared network. Tunneling is the process by which VPN packets reach their intended destination, which is typically a private network. Many VPNs use the IPsec protocol suite. IPsec is a group of protocols that run directly on top of IP at the network layer. Network traffic in an IPsec tunnel is fully encrypted, but it is decrypted once it reaches either the network or the user device. (IPsec also has a mode called "transport mode" that does not create a tunnel.) Another protocol in common use for VPNs is Transport Layer Security (TLS). This protocol operates at either layer 6 or layer 7 of the OSI model depending on how the model is interpreted. TLS is sometimes called SSL (Secure Sockets Layer), although SSL refers to an older protocol that is no longer in use. Usually, when a user connects their device to a VPN, all their network traffic goes through the VPN tunnel. Split tunneling allows some traffic to go outside of the VPN tunnel. In essence, split tunneling lets user devices connect to two networks simultaneously: one public and one private. Generic Routing Encapsulation (GRE) is one of several tunneling protocols. GRE encapsulates data packets that use one routing protocol inside the packets of another protocol. GRE is one way to set up a direct point-to-point connection across a network, for the purpose of simplifying connections between separate networks. GRE adds two headers to each packet: the GRE header and an IP header. The GRE header indicates the protocol type used by the encapsulated packet. The IP header encapsulates the original packet's IP header and payload. Only the routers at each end of the GRE tunnel will reference the original, non-GRE IP header. IP-in-IP is a tunneling protocol for encapsulating IP packets inside other IP packets. IP-in-IP does not encrypt packets and is not used for VPNs. Its main use is setting up network routes that would not normally be available. The Secure Shell (SSH) protocol sets up encrypted connections between client and server, and can also be used to set up a secure tunnel. SSH operates at layer 7 of the OSI model, the application layer. By contrast, IPsec, IP-in-IP, and GRE operate at the network layer. In addition to GRE, IPsec, IP-in-IP, and SSH, other tunneling protocols include: Cloudflare Magic Transit protects on-premise, cloud, and hybrid network infrastructure from DDoS attacks and other threats. In order for Magic Transit to work, the Cloudflare network has to be securely connected to the customer's internal network. Cloudflare uses GRE tunneling to form these connections. With GRE tunneling, Magic Transit is able to connect directly to Cloudflare customers' networks securely over the public Internet.

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DC Load Line Analysis of Semiconductor Diode: Figure 2-13(a) shows a DC Load Line Analysis of Semiconductor Diode in series with a 100 Ω resistance (R1) and a supply voltage (E). The polarity of E is such that the diode is forward biased, so a diode forward current (IF) flows. As already discussed, the circuit current can be determined approximately by assuming a constant diode forward voltage drop (VF). When the precise levels of the diode current and voltage must be calculated, graphical analysis (also termed DC Load Line Analysis of Semiconductor Diode) is employed. For graphical analysis, a dc load line is drawn on the diode forward characteristics, [Fig. 2-13(b)]. This is a straight line that illustrates all dc conditions that could exist within the circuit. Because the load line is always straight, it can be constructed by plotting any two corresponding current and voltage points and then drawing a straight line through them. To determine two points on the load line, an equation relating voltage, current,and resistance is first derived for the circuit. From Fig. 2-13(a), Any convenient two levels of IF can be substituted into Eq. 2-3 to calculate corresponding VF levels, or vice versa. The relationship between the diode forward voltage and current in the circuit in Fig. 2-13(a) is defined by the device characteristic. Consequently, there is only one point on the dc load line where the diode voltage and current are compatible with the circuit conditions. That is point Q, termed the quiescent point or dc bins point, where the load line intersects the characteristic. This may be checked by substituting the levels of IF and VF at point Q into Eq. 2-3. From the Q point on Fig. 2-13(b), IF = 40 mA and VF = 1 V. Equation 2-3 states that E = (IF R1) + VF. Therefore, So, with E = 5 V and R1 = 100 Ω, the only levels of IF and VF that can satisfy Eq. 2-3 on the diode characteristics in Fig. 2-13(b) are IF = 40 mA and VF= 1 V. Note that, although VF = 0 and VF = 5 V were used when, drawing the dc load line, no functioning semiconductor diode would have such forward voltage drops. These are simply convenient theoretical levels for constructing the DC Load Line Analysis of Semiconductor Diode. Calculating Load Resistance and Simply Voltage: In a diode series circuit [see Fig. 2-14(a)), resistor R1, indicates the slope of the dc load line, and supply voltage E determines point A on the load line. So, the circuit conditions can be altered by changing either R1 or E. When designing a diode circuit, it may be required to use a given supply voltage and set up a specified forward current. In this case, points A and Q are first plotted and the load line is drawn. R1 is then calculated from the slope of the load line. The problem could also occur in another way. For example, R1 and the required IF are known, and the required supply voltage is to be determined. This problem is solved by plotting point Q and drawing the load line with slope 1/R1. The supply voltage is then read at point A.

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Radon is a colorless, tasteless, radioactive gas. It occurs naturally and is produced by the breakdown of uranium in soil, rock, and water. It can also dissolve into your water supply. Radon can be removed from water by using one of two methods: Aeriation treatment – spraying water or mixing it with air and then venting the air from the water before use, or GAC treatment – filtering water through granular activated carbon. Radon attaches to the carbon and leaves the water free of radon. Disposing of the carbon may require special handling if it is used at a high radon level or if it has been used for a long time.

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1. Gully erosion, a form of soil erosion, is a complex system controlled by the migration of a gully head, incision of the gully bed, and widening of the channel sidewalls. 2. Experiments were conducted to examine gully widening rates based on channel slope and overland flow discharge. 3. The results from this study will improve soil erosion prediction technology for use in agricultural regions and aid in the development of conservation practices to reduce pollutant loads from fields. The article titled "An empirical investigation of gully widening rates in upland concentrated flows" provides an overview of the processes involved in gully erosion and presents experimental findings on gully expansion rates. While the article offers valuable insights into the topic, there are several areas where critical analysis is warranted. One potential bias in the article is its focus on agricultural regions and the impact of gully erosion on arable land. This narrow focus may limit the generalizability of the findings to other landscapes or contexts. The article does not adequately address the potential impacts of gully erosion on natural ecosystems or infrastructure outside of agriculture. The article also relies heavily on empirical data from experiments conducted in a controlled laboratory setting. While these experiments provide valuable information, they may not fully capture the complexity and variability of real-world gully erosion processes. The lack of field-based data or validation limits the applicability of the findings to natural settings. Furthermore, the article does not thoroughly explore alternative explanations or counterarguments to its findings. It presents a simplified view of gully sidewall expansion, assuming that only channel walls expand laterally while the channel bed remains fixed as a non-erodible layer. This assumption may oversimplify the dynamics of gully widening and neglect other factors that could influence channel morphology. The article also lacks discussion on potential risks associated with gully erosion and its implications for soil productivity, water quality, and ecosystem health. While it briefly mentions these impacts in passing, it does not provide a comprehensive analysis of their significance or potential mitigation strategies. Additionally, there is limited discussion on existing conservation practices or policies aimed at reducing gully erosion in agricultural regions. The article does not critically evaluate their effectiveness or discuss potential limitations or challenges in implementing these practices. Overall, while the article provides valuable insights into gully widening rates and their relationship with slope and discharge, it has several limitations that should be considered when interpreting its findings. These include a narrow focus on agricultural regions, reliance on laboratory experiments, lack of field validation, oversimplification of gully widening processes, and limited discussion of potential risks and mitigation strategies.

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There are coding camps, programs and lesson plans for children as young as six years old. But how can kids learn to code before they learn to write? Visual programming is a way for kids to graphically write code, usually with drag-and-drop “building blocks.” The focus is on overall structure, methods and programmatic thinking instead of specific rules. For example, the loop below is shown in both graphical code and regular Python. The fundamentals remain the same, but the visual version is similar to a puzzle. The pre-made pieces can be modified but need to be moved into place. This starting point makes it easier for young and beginner programmers to build algorithms that would otherwise seem hidden behind text. Versions of these kinds of languages are often bright and colorful to help engage children. Also, the pre-made blocks mean that kids don’t have to worry about typing, spelling or syntax errors. For the youngest coders, the focus should be on getting them excited about problem solving and creativity. CSTA recommends that students start learning algorithms by modeling step-by-step processes and working on sequencing. By fifth grade, these coders should be able to create variables and basic events. Visual programming is suitable for this age because it is colorful and engaging. It also does not require typing skills, so there is a lower barrier to entry than traditional coding. Middle Grade Students CSTA recommends these students begin addressing more complex algorithms and structures through pseudocode. They should also begin trying new data types, nested loops and functions to make code easier to reuse. Visual programming can graphically display new, more complex concepts such as nested loops and compound conditionals. These languages can also help students start to plan and implement larger projects at a high level before working out the details. High School Students At this level, CSTA says students should be able to create algorithmic prototypes and begin implementing object-oriented programming strategies such as arrays. They should engage in informed decision making about the readability, efficiency and performance of their code. Students can use visual programming tools as a complementary system to text-based coding languages. Much like an artist uses thumbnails or a web designer creates wireframes, visual programming can be used to pseudocode a project and outline the larger idea. Visual programming languages can also be a good resource to build the basics of a complicated loop or coding problem before adding more syntactically complex lines. What Visual Programming Languages and Editors Are Available for Kids? Scratch From The Scratch Foundation and MIT A free coding community and visual coding interface for kids to create digital stories, games and animations. Primarily meant for kids ages six to 18, Scratch is available in more than 70 languages and does not require an internet connection. ScratchJr is for children younger than seven years old. Pencil Code From The Pencil Code Foundation A programming site and code editor that uses visual programming to draw art, make games and play music. This editor primarily imitates the CoffeeScript language. Alice From Carnegie Mellon University A free visual programming software with an accompanying library of how-tos, lessons, exercises, projects, textbooks and curriculums. Alice also has an audio library available for users to code things such as music videos. What Resources Are Available to Teach Children Visual Programming? There are games, apps and lesson planning services available to help teach visual programming languages. Browse some of the options below to find kid-friendly options. Blockly Games: A series of educational games that get progressively more complex using Blockly programming. CodaKid: A set of coding courses with hundreds of challenges centered around video and gamification using games like Minecraft. Google CS First: One-hour lessons using Scratch to build stories and games or to augment existing coding curricula. Daisy the Dinosaur: Available for iPad, a drag and drop interface application for children to animate a dinosaur using code blocks. Game Builder Garage: Available on the Nintendo Switch, step-by-step lessons on the foundations of game design and visual programming. iRobot Coding App: An app that allows students to program physical responses from the accompanying robot, progressing from graphical to text coding. micro:bit: A miniature computer that connects to the Microsoft MakeCode platform to animate the display, code rhythm or make a compass. ITCH Lessons: Coding courses and a lesson building platform for educators using Scratch. SAM Labs: Wireless blocks and coding platform featuring lesson plans and dedicated educator support. Kai’s Clan: A toolset compatible with Blockly and micro:bit that allows users to collaboratively code their robots. GameSalad: A professional visual programming platform that allows users to create games from scratch and share them with the community. LearnToMod: Minecraft modification software where users can learn how to create their own mods, texture packs and schematics for the Minecraft community. Programming Terms and Definitions Object-oriented programming: A programming style in which code is formulated into sections of data, or “objects;” programmers create objects to modularize complex programs. Pseudocode: A plain language description or plan for code that can help with outlining or determining the overall structure of a program. Algorithm: Instructions that explain to the computer how to make a calculation or process information. Algorithms use ordered directions and are written in a language meant for computers (programming languages). Variable: A reference or given name for a set of information. For example, a variable can represent an entire file of data, a single character or a list of numbers Event: Something that happens and triggers code to run. This is often user-driven—for example, when a user clicks a button or enters text into a text box. Function: A named set of instructions that can be created and reused by a programmer. For example, you could create a function titled “append_A,” which tacks the letter “a” to the end of a specified word. Once defined, “append_A” can be called or executed throughout a program. Conditional statement: Decision-making logic for a computer to check circumstances before executing code. Conditional statements always contain an “If” portion; “If” the condition is met, the computer will continue running the code that follows. Loop: A set of code that is repeated for a predetermined number of iterations or until a set of given conditions is no longer met. Array: A data storage and access method that contains a series of objects of the same type. For example, an array of characters (c, o, d, e) or floats (1.2, 5.7, 9.4, 10.2). Nested and compound code: Code performing a function that is contained within the confines of another function—for example, a loop that executes inside another loop.

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The Olympic short-tailed weasel is endemic to the Olympic Peninsula. Though short-tailed weasels are found elsewhere in the northern hemisphere, the ones in the Olympics do not turn white in preparation for winter. They have a brownish coat with a yellowish-colored underside year-round. These creatures are long and slender, allowing them to fit into nests and burrows of their prey. Despite their short legs, weasels are fast and strong creatures, often preying upon mammals larger than themselves. Their shorter tail distinguishes them from the long-tailed weasel. The Olympic short-tailed weasel inhabits the lowland forests, up into the subalpine zone. Thee excellent swimmers that they are, weasels are most often found in open habitats near water, living in burrows of squirrels, chipmunks, and other small rodents that became prey to the weasel. Weasels are carnivores, feeding mainly on small rodents. They are fast and strong, and have the capability of catching snowshoe hares which easily outweigh them. If given the chance, weasels will kill more than they can eat and store the remainder by burying it and enjoying it later.

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The various layers in the atmosphere are distinguished, by what happens to the temperature in that particular layer. In this post we shall learn about the layers of the atmosphere which are classified according to their thermal charecterestics. In our previous lesson, we had understood about the Thermal Structure of Atmosphere. TROPOSPHERE AND TROPOPAUSE The lowest layer of the atmosphere is called as Troposphere. In the troposphere, temperature falls with height as a result of which temperature reduces with increasing height. The height of troposphere is between 16 to 18 kilometres at the Equator and 8 to 10 kilometres near the Poles. The average height of troposphere is considered as as 11 kilometres. Tropopause which defines the upper limit of troposphere is the next layer of the atmosphere. Tropopause is an isothermal layer which means the temperature would remain constant with increase in height. STRATOSPHERE AND STRATOPAUSE The next layer is called a Stratosphere which extends from the end of tropopause to about 50 kilometres above the earth’s surface. In the stratosphere, temperature tends to increase with height. The next layer is called as Stratopause which signifies the upper limit of stratosphere. In the Stratopause, the temperature stops increasing any further and is therefore called as an isothermal layer where the temperature remains constant. MESOSPHERE AND MESOPAUSE The next layer is called as Mesosphere which extends from the upper limit of Stratopause to about 80 kilometres above the earth’s surface. In the mesosphere, temperature again starts falling with height. By now, you would have guessed that the next layer. The next layer is called as Mesopause, which is an isothermal layer where the temperature remains constant. THERMOSPHERE – EXOSPHERE Above the Mesopause, we have the Thermosphere where temperature again starts increasing with height. And finally, we have Exosphere which extends above 700 kilometres from the Earth’s surface. In the Thermosphere, the air density is very low and atmosphere can be considered to be almost absent. There is a layer called Ionosphere, which is found in the upper levels of Stratosphere. In the Ionosphere, you would find a lot of free ions or free electrons. This Ionospheric layer is responsible for many types of radio wave transmissions and would be discussed in great detail in Radio Navigation. In this post we have understood about the various layers of the atmosphere. We shall understand about Troposphere and Tropopause in detail in our next lesson where most of our flying activity takes place.

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Ask any South American dinosaur which way the Amazon River flows and she would have told you east-to-west, the opposite of today. That's the surprising conclusion of researchers studying ancient mineral grains buried in the Amazon Basin. The once westward roll of what is now the world's largest river was caused by a long-gone highland near what today is the river's mouth. That highland was created by the breaking away of South America from Africa and the creation of the Atlantic Ocean during the Cretaceous Period, 65 to 145 million years ago. Later, when the Andes rose up on the western side of South America, the river had no choice but to drain into the new ocean. "It just happened in a way that the current Amazon could take advantage of where an old river and ocean basin used to sit," said geologist Russell Mapes, a doctoral candidate at the University of North Carolina in Chapel Hill. Previous Brazilian and U.S. researchers have proposed smaller scale reversals and splits in the Amazon Basin, but nothing on the scale of the entire basin, said Mapes. The evidence for the Amazon's ancient switcheroo comes in the form of tiny crystals of a mineral called zircon, as well as telltale signs of the river flow direction captured in the structure of old river sediments. Zircons are stubbornly long-lived and tend to be recycled over and over without stopping their internal uranium-lead radioisotope clocks that started ticking when the minerals first formed. As a result, they are tiny windows for peaking at long-lost mountains and entire continents. The zircons in old sands studied by Mapes, his UNC faculty advisor Drew Coleman, and their Brazilian colleagues Afonso Nogueira and Angela Maria Leguizamon Vega, stand out because they do not appear to come from the Andes at all. In fact they date to about 1.3 to 2.1 billion years ago. So they had to have been formed in rocks that solidified in mountains that eroded away into the earliest Amazon. Mapes is scheduled to present the team's findings on Wednesday, 25 October, at the Annual Meeting of the Geological Society of America in Philadelphia. What he won't have time to describe to other researchers is the adventure they underwent to gather up those little zircons. "It was a pretty exotic trip," said Coleman. "We took planes and aluminum small boats. In the first year we took a two-and-a-half week cruise up the river from Manaus. We sampled young and old sediment outcrops on the river. We traveled about 500 kilometers." "In the second year, we did three small hops -- plane flights downstream then rented small boats at each stopping point," recalls Mapes. "One night in a boat we ran out of gas in an electrical storm. Luckily, it was the one place in the basin where my cell phone worked. We called the man who rented the boat to us and he came out and got us. We just bobbed around. It was a place where the river is several miles wide." In the end, said Mapes, it was worth it to finally be able to see back further in time. "When I got the actual data back, I was happy." Cite This Page:

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The Ontario Ministry of the Environment is releasing today data from tests of lead in drinking water in 36 municipalities. S. 11 of the Safe Drinking Water Act now requires municipalities to deliver safe drinking water “to the point where the [municipal] system is connected to a user’s plumbing system”, but not to the user’s tap. According to the Ontario Drinking Water Advisory Council: Treated municipal drinking water in Ontario has been found to meet the Ontario’s Lead Standard. However, drinking water at household taps may exceed the Ontario Standard. The lead in drinking water can come from 3 sources: • Municipally owned lead Service Lines in the distribution system and / or the privately owned lead Service Lines leading into the home • Lead in solder used to connect copper plumbing pipes in homes • Lead in brass fixtures in homes Lead Service Lines (both the municipal and private sections) are the most common source of lead problems for homeowners. According to the Council, municipalities can help protect residents from lead by adjusting pH and alkalinity at the treatment plant so that their water is less corrosive. This makes the water less likely to leach lead out of pipes and fixtures, and also prolongs the life of expensive infrastructure and household plumbing. pH and Alkalinity adjustments have markedly decreased household lead levels for the majority of houses over a period of several months. If municipalities have the power to protect the health of their residents in this way, could this develop into a legal duty to do so? It’s certainly possible.

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“Now you see it, now you don’t!” A Toronto teen has issued a warning after discovering garbage mounds while diving in Humber Bay. Dumping, spilled containers, litter washed into storm drains and waterways, and wind-blown landfill waste all contribute to this issue. (underwater garbage mounds) This increased water pollution has had serious negative consequences, including the capture of animals by discarded fishing nets, the concentration of plastic debris in massive marine garbage patches, and increased concentrations of contaminants in the food chain. Internationally, laws and policies have been adopted to prevent and mitigate marine debris and pollutants, with the UN including reduced marine pollution in Sustainable Development Goal 14 “Life Below Water.” Some countries have implemented more specific protection policies based on their relevance to the issues and various levels of contribution. Furthermore, some non-profits, non-governmental organizations, and government agencies are developing programs to collect and remove plastics from the ocean. Litter has been found to spread over the floor of seas and open oceans, where it can become entangled in corals and interfere with other sea-floor life, or even become buried under sediment, making clean-up extremely difficult, especially due to the wide area of its dispersal compared to shipwrecks. Plastics that are normally negatively buoyant can sink due to phytoplankton adherence and the aggregation of other organic particles. Other oceanic processes that influence circulation, such as coastal storms and offshore convection, contribute to the transfer of large amounts of particles and debris. Submarine topographic features can also enhance downwelling currents, resulting in microplastic retention. Humber Bay is a lake Ontario bay located south of Toronto, Ontario, Canada. It’s between Ontario Place on the east and Mimico Creek on the west. The bay is the inspiration for Etobicoke’s Humber Bay neighbourhood. However, the UN estimated in 2017 that if significant measures are not taken, there will be more plastic in the oceans than fish by 2050. Sad! It seems pretty simple – clean up after yourself and use trash cans, not the lake!

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Tags are used to communicate information to the browser about how we want text, images, and shapes to show up on the page. If you look at the code behind this page, you can see an open tag like this: <html> at the top of the page. At the bottom of the page, you can also see the closing tag </head>. Most tags follow this format, with an open and close tag surrounding the text and code it is addressing. The <body> tag contains all of the visible text in the body of the page, and the <head> tag includes information like the title, the style of the text and, if needed, additional scripts and information. Many sites use the head tag to include script for google analytics or other services to track users visiting their site. You may also notice the <br> tag, which doesn't require a closing tag. That's because "br" creates a line break, and doesn't need any additional information or text that it's modifying. These activities will require you to modify and add tags to change the way the pages look. If you get stuck or want some more info on writing HTML, W3 Schools has a reference page for HTML tags.

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The video explains a method for quickly finding the square root of perfect squares less than 100. It involves identifying the square that corresponds to the units digit of the number and using the first digit of the square root to determine the remaining digit. The method requires knowledge of squares up to 9² and understanding that square roots can be both positive and negative. The video demonstrates the technique through various examples, emphasizing the need for practice to gain speed and accuracy. ✅ AI Essay Writer ✅ AI Detector ✅ Plagchecker ✅ Paraphraser ✅ Summarizer ✅ Citation Generator This article is a summary of a YouTube video “Square root in 3 seconds – math trick” by tecmath - Fast Calculation Method: The video demonstrates a rapid technique for finding the square roots of perfect squares, particularly those less than 100. This method enables quick mental calculation without the need for extensive computation. - Knowledge of Squares Essential: A fundamental requirement for this method is a good understanding of the squares of numbers up to 9 (i.e., 1² to 9²). This knowledge is used to correlate the units digit of the number whose square root is being calculated with the corresponding square. - Dealing with Units and Tens Digits: The technique involves focusing on the units digit of the square root and matching it with the units digit of the number. This is followed by identifying the tens digit of the square root by considering the squares just under the leading digits of the number. - Positive and Negative Roots: The video stresses the importance of recognizing that square roots can have both positive and negative values. For example, the square root of a number like 576 can be both +24 and -24. - Practical Examples and Application: Through various examples, the video guides viewers on how to apply this technique in different scenarios, showing its practicality and efficiency in quickly calculating square roots. - Accuracy and Speed: The presenter emphasizes the importance of practice to improve speed and accuracy in using this method. As with any mental math technique, familiarity and frequent use enhance proficiency. - General Utility: The method is presented as a useful tool not just for academic purposes but also for everyday calculations where quick estimation of square roots might be needed. - 0:00 – Introduction to the method of quickly finding the square roots of perfect squares, particularly those less than 100. - 0:19 – Example given to illustrate the method: calculating the square root of 576. - 1:00 – Emphasis on identifying square roots as both positive and negative values. - 1:16 – Explanation of the necessity of knowing the squares of numbers up to 9 for using this technique. - 1:48 – Demonstration of the method using the square root of 576, focusing on the units digit and leading digits. - 2:11 – Explanation of how to determine the first digit of the square root by comparing with squares below the leading digits of the number. - 2:36 – Method to decide between the two possible unit digits of the square root by multiplying the tens digit by the next higher number. - 3:22 – Application of the method to another example, calculating the square root of 1849. - 4:06 – Further examples to practice and illustrate the method, including square roots of 3364, 1444, and 8281. - 7:01 – Explanation of how the technique becomes faster with practice and familiarity. - 7:25 – Final example given for the square root of 2025, showing the simplicity in some cases. - 9:08 – Conclusion highlighting the effectiveness of the method and mentioning upcoming videos on calculating squares of any number. How do I start creating a structure for my literature review? Begin by using AI tools like ChatGPT to get a preliminary structure based on your specific topic. What’s the best way to find relevant literature for my review? Utilize tools like Elicit to find the most recent and relevant papers that support different sections of your literature review. What is the importance of collecting PDFs of papers, and how should I organize them? Collecting PDFs of relevant papers is crucial for easy access and reference during the review process. Keep them organized in a folder on your computer. How can I manage the references and papers I find? Choose a ‘seed paper’ as a starting point and use services like Litmaps or Connected Papers to find related works. Organize these references efficiently in a manager like Mendeley. How can I use AI tools to enhance my literature review process? Employ AI tools like Doc Analyzer to ask specific questions and extract precise information from your document collection, providing focused insights for different sections of your literature review. Follow us on Reddit for more insights and updates.

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Check out this How to Draw Candy Corn printable! It is a simple drawing tutorial for kids and includes a line to write a sentence about candy corn. Although this drawing tutorial looks simple, it can be a challenge for young learners to identify what detail has been added and add that information to their drawing in the box. If your child gets frustrated, assure them that they are the artist of this candy corn and it doesn’t need to look exactly like the other picture. Other Ideas for Using Candy Corn to Make Learning Fun: - Put candy corn in a jar and have everyone estimate how many are in the jar. Count and share the treat. - Experiment to see if candy corn dissolves in water. Does it dissolve in other liquids? - Play this Candy Corn Counting Game (free printable). - Make letters with candy corn and count with it too (below) from This Reading Mama. They can write a simple sentence about candy corn or Halloween at the bottom. Another option is to cut that section of the paper off so that the lines are not a distraction from the task of drawing. Check out our other Halloween Activities for Kids!

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Our genetic makeup influences our behavior and drives us to spread our genes. Working together with others can serve our genetic self-interest. Humans, like many other social animals, have evolved to live in groups and exhibit cooperative behavior. Collaboration can yield several benefits, such as increased survival rates, better access to resources, and increased reproductive success. By working together with others, individuals can protect themselves, find food, raise offspring and deal more effectively with the challenges of the environment. From an evolutionary standpoint, behavior that promotes cooperation may be beneficial because it increases the survival and reproductive prospects of individuals carrying these genes. In that sense, there may be a genetic predisposition to cooperative behavior. Human behavior is therefore not only determined by genetic factors. Our capacity for complex reasoning, cultural influences, personal experiences and social dynamics also shape our behavior and motivations. While genetic predispositions can form a basis for cooperative tendencies, they are not the only determining factor. Human societies are characterized by diverse forms of cooperation, ranging from cooperation based on kinship to cooperation between unrelated individuals. Factors such as cultural norms, social institutions and shared values also play an important role in promoting and shaping cooperative behavior.

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Small-Format Cameras, Continued Focal-plane shutters are essentially two light-proof cloth or thin metal curtains in front of the film plane that move across the film in the same direction. As the first curtain moves from one side to the other, the second curtain follows. The speed at which the curtains move is called shutter speed. When a slow shutter speed is set, the second curtain waits a relatively long time and the space between the first and second curtain is wide. speed dials are located on the camera body and indicate time in fractions of a second. Shutter, aperture, and mirror work together in a precise sequence that repeats each time the shutter release trips. Most 35mm cameras have focal-plane shutters. Focal-plane shutters simplify camera construction and make interchangeable lenses smaller, lighter, and less expensive than leaf Figure 7-12 shows a focal-plane shutter. Figure 7-12.Focal-plane shutters. The frame indicator is a small window near the shutter-speed dial that displays the number of pictures taken. Each time the back of the camera opens, the number resets to 0. Continued on next page

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The United States and the Paris Climate Agreement The Paris Climate Agreement is known as the Paris Climate Accord, Paris Agreement or Paris Climate Deal is an agreement that the United Nations sponsored to bring countries around the world together to battle against climate change. 195 nations signed the accord in France on 12th December 2015. However, the implementation of the official agreement was in November 2016 (Al Jazeera) The pact aimed to restrict the signatory countries to limit global average temperature rise to below two degrees Celsius beyond the levels during the pre-industrial period and intending to limit the temperature increase to 1.5 degrees. Failure to observe this the temperature level change would result in severe consequences that would affect the production of food globally, supplies of clean water, dangerous and more increase of climate events such as drought and floods. Therefore, to achieve the goal, the global emission of the greenhouse gases will have to be reduced by approximately 40 to 70 percent before 2050 and the whole planet should be carbon neutral by 2100. In the agreement, each country was required to come up with its climate strategies to handle the emission of greenhouse gasses. For instance, under Barack Obama’s government, America had promised that they reduce the emission of the greenhouse gases by 17 percent compared to 2005 levels and approximately 26 – 28 percent. They also committed to… Free The United States and the Paris Climate Agreement Essay Sample, Download Now Order Original Essay on the Similar TopicGet an original paper on the same topic from $10 per-page

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Environmental sanitation hinges on the process of keeping the environment clean and healthy. The idea of environmental sanitation is put in place to control the spread of disease, reduce infection, reduce environmental pollution, as well as to improve overall public health. This is to inform individuals how significant this practice stands in the gap to benefit and improve their health. To achieve environmental sanitation, it necessitates the proper processing and disposal of solid waste, hazardous materials, and pests and diseases that can endanger human health. Some common practices that ensure environmental sanitation include; - Frequent waste disposal. - Proper cleaning of the surrounding environment. - Proper drainage system. - Regular fumigation. - Use of disinfectant. - Proper sewage management. How proper environmental sanitation benefits human lives Helps to prevent the outbreak of diseases Ensuring proper sanitation provides a clean, safe, and healthy environment which also helps to minimize the spread of diseases. In the long run, this practice keeps individuals protected from sickness and disease outbreaks. Some diseases are airborne and they have the potential to seriously harm people’s health. By carrying out environmental sanitation, we are putting in place measures to reduce pollution and prevent contamination of land, water, and air. Promotes sustainable development Environmental sanitation promotes sustainable developments as it addresses environmental degradation and also seeks to ensure proper management of waste and pollution to prevent harm to the environment and human health. The Importance of environmental sanitation Environmental sanitation is important in that it ensures the safety of individuals by preventing the spread of diseases as well as by maintaining a clean and healthy environment. Poor environmental sanitation can contribute to the spread of diseases and illnesses such as cholera, typhoid fever, and diarrhea, which can cause major health problems or death in severe cases. Ensuring good sanitation procedures helps in preventing possible chances of disease and also promotes a healthy environment. Individuals and corporate entities should strive to put things in place and continue to emphasize the importance of this practice in order to encourage healthy living.

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Post Civil War In 1865, after taking control of Savannah, General William T. Sherman issued Field Order No. 15, which redistributed 400,000 acres of coastal farmland to freedmen and women. When this order was overturned only a few months later, African American farmers were required to return the land to white plantation owners. Thereafter, the systems of sharecropping and tenant farming developed to continue farm production with cheap labor. As the country expanded, programs such as the Southern Homestead Act attempted to address land ownership; however, African Americans were not able to capitalize on these programs at the rate of their white counterparts.

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Goal setting and achievement are integral parts of personal growth and development. By setting goals, individuals can focus their efforts on specific tasks and objectives, ultimately achieving greater success and fulfillment. In this article, we will explore the importance of goal setting, how to set effective goals, and strategies for achieving them. Why Goal Setting is Important Goal setting provides individuals with direction and purpose. It allows them to identify what they want to achieve and helps them to stay motivated and focused on their objectives. When goals are clearly defined, individuals are more likely to take action and make progress towards achieving them. In addition to providing direction and motivation, goal setting also helps individuals to measure their progress and track their accomplishments. By regularly checking in on their goals, individuals can see how far they have come and adjust their efforts accordingly. Setting Effective Goals When setting goals, it is important to make them specific, measurable, achievable, relevant, and time-bound. These are known as SMART goals, and they provide a framework for creating goals that are effective and attainable. Specific goals are those that are clearly defined and provide a clear direction for action. For example, instead of setting a goal to “get fit,” a specific goal might be to “lose 10 pounds in three months by exercising for 30 minutes a day and eating a healthy diet.” Measurable goals are those that can be tracked and monitored. They provide a way for individuals to measure their progress and see how far they have come. For example, a measurable goal might be to “run a 5k in under 30 minutes by the end of the year.” Achievable goals are those that are realistic and attainable. While it is important to challenge oneself, setting goals that are too difficult or unrealistic can lead to frustration and disappointment. For example, a goal to “become a millionaire by the end of the year” may not be achievable for most people. Relevant goals are those that are meaningful and important to the individual. When setting goals, it is important to consider why the goal is important and how it aligns with one’s values and priorities. For example, a relevant goal might be to “save enough money to take a dream vacation next year.” Time-bound goals are those that have a specific deadline or timeframe for completion. Setting a deadline helps to create a sense of urgency and provides motivation to take action. For example, a time-bound goal might be to “complete a certification program within six months to advance my career.” Strategies for Achieving Goals Setting effective goals is just the first step in achieving success. Individuals must also take action and implement strategies to help them achieve their objectives. The following are some strategies for achieving goals: - Break goals down into smaller, manageable tasks: Large goals can be overwhelming, but breaking them down into smaller tasks can make them more manageable and less intimidating. - Create a plan of action: Having a plan for how to achieve a goal can help individuals stay focused and motivated. A plan should include specific actions that will be taken, as well as deadlines for completing each task. - Stay accountable: Sharing goals with others can help to create accountability and provide support and encouragement. Joining a support group or working with a coach or mentor can also be helpful. - Celebrate progress: Celebrating small accomplishments along the way can help to keep motivation high and provide a sense of accomplishment. This can be as simple as giving oneself a pat on the back or treating oneself to a small reward. - Learn from setbacks: Setbacks are inevitable when working towards a goal, but they can also be an opportunity for learning and growth. It is important to reflect on setbacks and learn from them, rather than giving up or becoming discouraged. Goal setting and achievement are essential components of personal growth and development. By setting effective goals, individuals can gain clarity and direction, stay motivated and focused, and ultimately achieve greater success and fulfillment. It is important to make goals specific, measurable, achievable, relevant, and time-bound, and to implement strategies for achieving them, such as breaking goals down into smaller tasks, creating a plan of action, staying accountable, celebrating progress, and learning from setbacks. One of the most significant benefits of setting and achieving goals is the sense of accomplishment and personal satisfaction that comes with it. When individuals set and achieve goals, they build self-confidence and self-esteem, which can have a positive impact on all areas of their life. Additionally, achieving goals can lead to new opportunities and experiences, helping individuals to grow and expand their horizons. However, it is important to remember that goals are not set in stone and can be adjusted as circumstances change. It is important to remain flexible and adaptable, and to be willing to modify goals if necessary. Ultimately, the goal-setting process is a journey of self-discovery and growth, and the most important thing is to remain committed and persistent in pursuit of one’s objectives. In conclusion, setting and achieving goals is an important part of personal growth and development. By setting effective goals and implementing strategies for achieving them, individuals can gain clarity and direction, stay motivated and focused, and ultimately achieve greater success and fulfillment. Remember to make goals specific, measurable, achievable, relevant, and time-bound, and to stay flexible and adaptable along the way. With dedication and persistence, anyone can achieve their goals and reach their full potential.

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How do you use literary theory? It is literary theory that formulates the relationship between author and work; literary theory develops the significance of race, class, and gender for literary study, both from the standpoint of the biography of the author and an analysis of their thematic presence within texts. How many literary theories are there? This handout provides information on four theories; however, keep in mind there are many different kinds of theories, including gender/feminist criticism; race theory; Marxist; Biographical; Deconstruction; Structrualism; Post-colonial critical theory. What is structuralism literary theory? In literary theory, structuralism challenged the belief that a work of literature reflected a given reality; instead, a text was constituted of linguistic conventions and situated among other texts. Structuralism regarded language as a closed, stable system, and by the late 1960s it had given way to poststructuralism. What is the main idea of structuralism? Structuralism, in linguistics, any one of several schools of 20th-century linguistics committed to the structuralist principle that a language is a self-contained relational structure, the elements of which derive their existence and their value from their distribution and oppositions in texts or discourse. What is structuralism and its main features? Some major key features of structuralism are as under: (2) It assumes that the world has a logical pattern. (5) Saussure is the father of structuralism. (6) Language and speech are different: language is social, it develops overtimes, speech is individual. (7) Language consists of speech, sign and semiotics. What is the concept of structuralism? In sociology, anthropology, and linguistics, structuralism is a general theory of culture and methodology that implies that elements of human culture must be understood by way of their relationship to a broader system. What is the difference between structuralism and functionalism? Structuralism suggests that the goal of psychology is to study the structure of the mind and consciousness, while functionalism puts forth that understanding the purpose of the mind and consciousness is the aim of psychology. Functionalism was developed as a response to structuralism. Is functionalism still used today? All sociologists, their actions, ideas, and theories are very important and have helped shape sociology into the science it is today. Functionalism was first proposed by Herbert Spencer, but then other sociologists started using this idea and expanding it. What questions would a functionalist ask? Functionalists analyze social institutions in terms of the function they play. In other words, to understand a component of society, one must ask, “What is the function of this institution? What are examples of functionalism? Functionalism definitions An example of functionalism is making buildings primarily for shelter. The doctrine that the function of an object should determine its design and materials. A doctrine stressing purpose, practicality, and utility. What is functionalism in language? Functionalism, in linguistics, the approach to language study that is concerned with the functions performed by language, primarily in terms of cognition (relating information), expression (indicating mood), and conation (exerting influence). What is functionalist perspective example? According to the functionalist perspective of sociology, each aspect of society is interdependent and contributes to society’s stability and functioning as a whole. For example, the government provides education for the children of the family, which in turn pays taxes on which the state depends to keep itself running.

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Milk is a staple in the diets of people around the world, consumed in various forms such as fresh milk, cheese, yogurt, and butter. As a primary source of essential nutrients like calcium and protein, it’s crucial that milk products are safe for consumption. One of the most significant threats to the safety of milk and its derivatives is microbial contamination. This article delves into the importance of milk testing for microbial contamination, the methods involved, and the role it plays in maintaining the quality of dairy products. Understanding Microbial Contamination Microbial contamination in milk refers to the presence of harmful microorganisms like bacteria, yeasts, and molds that can compromise its quality and safety. The most common contaminants include Escherichia coli (E. coli), Salmonella, Listeria, and various spoilage microorganisms. Contaminated milk can cause foodborne illnesses, spoil the taste and texture, and reduce the shelf life of dairy products. Therefore, rigorous testing for microbial contamination is essential throughout the entire dairy supply chain. The Importance of Milk Testing 1. Public Health Protection: The primary goal of milk testing is to protect public health. Consumption of contaminated milk can lead to severe foodborne illnesses, ranging from mild gastrointestinal discomfort to life-threatening infections. Regular testing helps ensure that the milk reaching consumers is safe and free from harmful microorganisms. 2. Regulatory Compliance: Regulatory authorities in most countries have established strict standards and guidelines for milk quality and safety. Milk testing is a key component in ensuring compliance with these regulations. Dairy processors must meet these standards to avoid legal repercussions and maintain their reputation. 3. Quality Assurance: Microbial contamination doesn’t just pose health risks; it can also affect the taste, texture, and overall quality of dairy products. By identifying and controlling microbial contamination, dairy producers can maintain the integrity and flavor of their products. Milk Testing Methods Several methods are employed to test milk for microbial contamination: 1. Plate Count Method: This method involves plating a small sample of milk onto a nutrient agar plate and counting the number of visible colonies that develop after incubation. It provides an estimate of the total bacterial count in the milk. 2. Polymerase Chain Reaction (PCR): PCR is a molecular biology technique that detects the DNA of specific microorganisms. It is highly sensitive and can identify even trace amounts of pathogens. 3. Lactic Acid Bacteria Count: This method measures the concentration of lactic acid bacteria, which are responsible for fermentation in dairy products. A high count is generally desired in certain products like yogurt and cheese. 4. ATP (Adenosine Triphosphate) Bioluminescence: ATP bioluminescence testing measures the presence of ATP, an energy molecule found in all living cells. It provides rapid results and is useful for assessing cleanliness in processing equipment and facilities. 5. Enzyme-Linked Immunosorbent Assay (ELISA): ELISA is an immunological method that detects the presence of specific antigens or antibodies. It can be used to identify pathogens like Salmonella or Listeria. Milk testing for microbial contamination is an integral aspect of ensuring the safety and quality of dairy products. In addition to protecting public health, it aids in regulatory compliance and maintains the integrity of these essential food items. By employing various testing methods, dairy producers can detect and mitigate microbial contamination, thereby delivering safe and delicious milk products to consumers. As consumers, we should remain vigilant and make informed choices when it comes to dairy consumption, ensuring that the products we buy have undergone rigorous testing to meet the highest safety standards.

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Concatenation Operators in VB.Net In VB.NET, there are several ways to concatenate strings, allowing you to combine multiple strings into one. Using the & Operator The & operator is the most common way to concatenate strings in VB.NET. To concatenate strings using the & operator, simply place the strings next to each other with the & operator, in between. For example, the following code concatenates the strings "Hello" and "World" to create the new string "Hello World": Using the + Operator The + operator can also be used for string concatenation. Using String.Concat Method The String.Concat() method is another way to concatenate strings in VB.NET. The String.Concat() method takes one or more strings as arguments and returns a new string that is the concatenation of the input strings. The String.Concat() method is generally less common than using the & operator, but it can be useful in some cases, such as when you need to concatenate strings from a variable number of sources. You can use String.Format to concatenate and format strings. Using Interpolation (VB.NET 14 and later) String interpolation allows you to embed expressions inside string literals. Using StringBuilder (for multiple concatenations in a loop) When concatenating multiple strings in a loop, it's more efficient to use a StringBuilder to avoid creating new string instances repeatedly. The & and + operators for simple concatenation. The String.Concat method for combining strings. String.Format for string formatting and concatenation. String interpolation (VB.NET 14 and later) for embedding expressions within strings. StringBuilder for efficient concatenation, especially when working with multiple concatenations in loops. Each of these methods has its own use cases, and you can choose the one that best suits your specific scenario for string concatenation in VB.NET.

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The world was moving faster towards reducing its reliance on carbon intensive energy consumption in the 1970s and 1980s than in the past several decades. In fact, over the past 20 years there has been little if any progress in expanding the share of carbon-free energy in the global mix. Despite the rhetoric around the rise of renewable energy, the data tells a far different story. Policy makers around the world have frequently expressed their desire to reduce the emissions of carbon dioxide to a level consistent with stabilizing the amount in the atmosphere at a low level. Conceptually, the challenge is akin to stabilizing the amount of water in a bathtub by modulating the amount filling the tub from a spigot. If there is an open drain at the bottom letting a bit of water out, then stabilization of the water’s height occurs when the amount coming into the tub equals the amount draining out. The carbon dioxide is akin to the water filling the bathtub and the oceans and the land surface provide some take-up of carbon dioxide, serving like a small open drain at the bottom of the tub. For the stabilization of carbon dioxide, this means that emissions of carbon dioxide, which result primarily from the combustion of fossil fuels (oil, natural gas and coal), must be reduced by something like 80 percent or more. However, instead of looking at the issue through the lens of emissions, another way to look at the challenge of stabilizing carbon dioxide in the atmosphere is through energy consumption. Whatever the total level of future energy supply turns out to be, to be consistent with stabilization – metaphorically stopping the rise of the water in the bathtub – the proportion of global energy that comes from carbon-free sources needs to exceed 90 percent. So how are we doing working towards that 90 percent? BP, in its excellent annual statistical report on world energy, provides data that allows us to answer this question. The figure above shows the proportion of global energy consumption that comes from carbon-free sources. These sources include nuclear, hydro, solar, wind, geothermal, and biomass. The graph shows that from 1965 to 1999 the proportion of carbon-free energy in global consumption more than doubled to more than 13 percent, coincident with nuclear power increasing by a factor of 100 and hydropower by a factor of 6. However, since 1999 the proportion of carbon-free energy in the global mix has dropped slightly. In fact, 1999 was the peak year for non-carbon energy. From 1999 to 2012 consumption of nuclear power dropped by 2 percent. While solar has increased its contribution to consumption by a factor of 100 and wind by 25 from 1999 to 2012, these sources remain at about 1 percent of total global energy consumption, and are dwarfed by the resurgence of coal. Much is often made about the rise of renewable energy, but the data tells a more sobering story. In the ten years that ended in 2012, the world added about 2,500 million metric tonnes of oil equivalent (in layman’s terms, a lot) to its total energy consumption. Of that increase about 14 percent came from non-carbon sources. Compare that to the ten years ending in 2002, during which about 19 percent of the new energy consumption over the previous decade came from non-carbon sources. The figure above shows the proportion of annually added energy consumption that comes from carbon-free and carbon-intensive sources. The data shows that for several decades the world has seen a halt in progress towards less carbon-intensive energy consumption, at about 13 percent of the total global supply. This stagnation provides further evidence that the policies that have been employed to accelerate rates of decarbonization of the global economy have been largely ineffective. The world was moving faster towards decarbonizing its energy mix long before climate policy became fashionable. Why this was so and what the future might hold will be the subject of future posts in this continuing discussion. By. Roger Pielke JR of The Breakthrough

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The fate of polar bears hangs in the balance as they confront the escalating challenges of climate change and habitat loss. The iconic species face an uncertain future, with melting Arctic sea ice threatening their primary hunting grounds. As of 2024, projections suggest a grim outlook for polar bear populations by 2050, prompting urgent attention to conservation efforts and climate change mitigation. a. Accidental Deaths: The melting of Arctic ice forces them to travel longer distances in search of food, bringing them closer to human settlements. This increased interaction raises the risk of accidental deaths for both humans and polar bears. Collisions with ships or accidental encounters during hunting or fishing activities can lead to fatalities, contributing to the decline of its populations. b. Habitat Disturbance: As they venture farther inland for food, they may encounter human infrastructure, leading to habitat disturbance. Human activities, such as industrial development, can disrupt the bears’ natural environment, reducing their available habitat and increasing stress on the population. a. Vulnerable Cubs: The scarcity of suitable locations for maternal dens exposes the cubs to harsh environmental conditions and predation. Cubs are more susceptible to extreme weather events without secure dens, increasing the likelihood of mortality. The loss of maternal dens exacerbates the challenges faced by polar bear mothers in ensuring the survival of their offspring. b. Altered Reproductive Behavior: The inability to establish secure dens due to melting ice may alter their reproductive behaviour. Delayed reproduction or changes in denning locations could disrupt traditional breeding patterns, potentially impacting the overall reproductive success of the species and hindering population recovery. a. Reduced Genetic Diversity: Limited gene flow among isolated polar bear populations reduces genetic diversity. This reduction in genetic variation diminishes the ability of the species to adapt to changing environmental conditions. A lack of genetic diversity can make their populations more susceptible to diseases and less resilient to environmental stressors. b. Negative Impact on Fitness: Inbreeding can lead to the expression of deleterious recessive traits, negatively affecting the fitness and health of individual bears. Weakened immune systems, lower reproductive success, and increased susceptibility to environmental pressures are among the consequences of inbreeding. Over time, these factors contribute to the overall decline in the well-being of polar bear populations. In the face of these daunting challenges, urgent global action is imperative to address climate change, mitigate human impacts, and implement effective conservation measures, offering a glimmer of hope for the survival of this iconic Arctic species. Reasons for Hope Amidst polar bears’ grim challenges, rays of hope emerge as specific populations display resilience and adaptive behaviours, and ongoing conservation efforts strive to protect their vulnerable habitats. a. Innovative Hunting Strategies: Observations of their populations in northern Canada reveal adaptive behaviours in response to diminishing sea ice. Some bears have demonstrated innovative hunting strategies, such as effectively foraging on land for alternative food sources. This adaptability suggests that specific populations can adjust their behaviours in changing environmental conditions, providing hope for continued survival. b. Scavenging Opportunities: Besides land-based hunting, polar bears in some regions have been observed scavenging on whale carcasses. As climate change alters the Arctic landscape, opportunities for scavenging may become more common, offering an alternative food source for bears struggling with reduced access to their traditional prey. This scavenging behaviour showcases the species’ ability to exploit new resources, potentially enhancing their resilience. a. International Agreements: The global community recognizes the urgent need to address climate change, a key driver of habitat loss. International agreements, such as the Paris Agreement, aim to limit greenhouse gas emissions and mitigate the broader impacts of climate change. These efforts contribute indirectly to polar bear conservation by addressing the root cause of their habitat degradation. b. Local Habitat Protection: Conservation initiatives at regional and local levels play a crucial role in protecting their habitats. Protected areas, restrictions on industrial activities, and responsible tourism practices help minimize disturbances to them and their environments. Collaborative efforts between governments, non-governmental organizations, and local communities contribute to creating and enforcing policies to safeguard critical habitats. c. Research Advancements: Ongoing research on their biology and behaviour provides essential insights into their adaptive capabilities and informs conservation strategies. Understanding their physiological responses to changing conditions, reproductive patterns, and genetic diversity helps scientists develop targeted conservation measures. Enhanced knowledge also aids in identifying effective management practices to mitigate the impact of climate change on their populations. a. Advocacy and Education: Increased public awareness of polar bears’ challenges fosters advocacy and support for conservation efforts. Educational campaigns, documentaries, and outreach programs help people understand climate change’s ecological importance and broader implications. Public pressure can drive governments and industries to adopt policies that prioritize environmental sustainability. b. Community Engagement: Involving local communities in conservation initiatives creates a sense of ownership and responsibility. When communities understand the importance of their conservation for their ecosystems and livelihoods, they are more likely to support and actively participate in measures to protect these iconic Arctic species. Public engagement is crucial for the success of long-term conservation strategies. While uncertainties persist, these positive indicators and growing public awareness and international cooperation inspire optimism for their survival, underscoring the importance of sustained efforts in mitigating climate change and safeguarding their icy homes. The Uncertainties of the Situation The fate of polar bears hangs in the balance, shrouded in uncertainties regarding the pace of climate change, the effectiveness of conservation efforts, and the potential impact of emerging technologies. a. Complex Climate Models: While scientists use sophisticated climate models to predict future warming trends, uncertainties arise due to the complexity of the Earth’s climate system. Various factors, such as feedback loops and interactions between atmospheric, oceanic, and cryosphere components, contribute to the challenge of precisely forecasting the pace of climate change. Improved understanding and refinement of these models are ongoing but remain subject to uncertainties. b. Thresholds and Tipping Points: The Arctic is particularly sensitive to temperature changes, and the existence of climate thresholds and tipping points adds complexity to predictions. Rapid and nonlinear shifts in the Arctic ecosystem, such as abrupt sea ice loss or changes in ocean circulation patterns, could have cascading effects on polar bear habitats. Identifying and accurately predicting these tipping points is challenging, introducing uncertainties in estimating the future conditions they will face. a. Global Cooperation: The success of conservation initiatives depends on international cooperation and coordinated efforts. Achieving consensus on climate policies, emissions reductions, and habitat protection measures among nations with varying priorities and interests takes time and effort. The level of commitment from different countries to enforce and adhere to conservation agreements significantly influences their effectiveness. b. Funding and Resources: Adequate funding and resources are crucial for implementing conservation strategies. The availability of financial support, both on a national and international scale, plays a pivotal role in the success of initiatives aimed at protecting polar bear habitats, reducing human-bear conflicts, and supporting research. Economic constraints, competing priorities, and political considerations may impact the allocation of resources for conservation. c. Public Engagement: Public awareness and engagement are essential to successful conservation efforts. The effectiveness of policies and initiatives depends on public support and adherence to guidelines aimed at reducing human impacts on their habitats. Uncertainties surround maintaining sustained public interest, promoting behaviour change, and encouraging environmentally responsible practices. Navigating the uncertainties demands ongoing research, international collaboration, and a dynamic approach, emphasizing the need for adaptive strategies and global commitment to secure a sustainable future for these emblematic Arctic inhabitants. The evolving landscape of emerging technologies, from renewable energy advancements to carbon capture solutions, presents potential pathways for mitigating climate change and addressing polar bears’ threats in the Arctic. While uncertainties surround their scalability and impact, embracing these technologies holds promise for shaping a more sustainable future, underscoring the critical importance of continued research, innovation, and global cooperation in safeguarding polar bear habitats. The trajectory of polar bears towards extinction by 2050 underscores the critical need for global cooperation in combating climate change. Conservation initiatives, sustainable practices, and international agreements are pivotal in preserving their icy habitats and ensuring the survival of this vulnerable species. The following decades will be decisive, demanding concerted efforts to address the root causes of their decline and secure a sustainable future for polar bears and the delicate ecosystems they inhabit.

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The first uses of solar energy that we know about were as far back as 400 BCE. The ancient Greeks started making their homes on the basis of where the sun’s rays could warm the house during the cold winter months, and this is the first use of solar energy we know about. It could also be considered an early form of heating. It is also said the ancient Greeks and Romans used a form of magnifying glasses* to light fires and torches, especially for religious ceremonies. *Magnifying glasses, although slightly different from today’s sleek models, have also been around for a very long time, with the oldest model found from 424 BCE. These were glass spheres filled with water (you can try looking through a glass or bottle of water to read something – it does magnify the writing), but it was all they had to magnify the desired object back then. They were also good for focusing the sun’s rays onto something to start a fire. Small Discoveries Of Solar Energy Leading To Today’s Uses Getting to the point we are at today where a home solar system can effectively heat a home, produce hot water, and run electrical gadgets, was a long and windy road filled with small discoveries rather than a sudden breakthrough. This means tens of people were involved in making the solar power process work better and more efficiently. In some cases, this was a matter of tweaking a discovery to make it more effective, and in others of making the discovery in the first place. Mentioned here are only a few of these contributors, along with what they discovered. - Although often left out of lists of achievements relating to solar power, a Swiss scientist called Horace de Saussure made a solar energy collector in 1767, nicknamed a “hot box.” Although little is said about this invention, it, or something very similar based on it, was used by the astronomer John Herschel for cooking food while on an expedition in Africa – this would lead you to believe the hot box did work. - The discovery that it was possible to use the sun to create electricity was made by a French Physicist called Antoine-Cesar Becquerel in 1839. - In 1860 another Frenchman, Auguste Mouchout, believing even way back then that his country was depending too much on non-sustainable fuel, set out to create a sustainable alternative, and within five years, he had made a solar-powered steam engine. (It makes you wonder why no one in the intervening years had the same thought until only a few years ago when panic hit.) - The first patent for a solar cell was granted in 1888 to Edward Weston, an English chemist living in America. - For a while, the “inventions” were limited to bettering existing ideas, such as using different substances to coat solar cells, so they were more efficient at converting light into electricity. - In the 1920s, solar water heating systems were used in some areas in America. - The first photovoltaic cell was made in 1941 by the American Russell Ohl. - In 1954, Bell Laboratories developed the first modern silicon solar cell, much as we know it today. - In 1957, AT&T got a patent for the first solar battery. - In 1962, Telstar, the communication satellite, was solar powered. From that point onwards, solar power didn’t look back and is becoming more and more popular. It is one of the most sustainable fuels available. You can have just about anything driven by solar power, including a car (there was even talk about solar roads, see the section on solar roads for more details), but solar lights are perhaps the most common solar devices. As these became more readily available and more affordable, many house owners bought an array to position outside their homes. These offer not only free light, but also a light that requires no wires or lines and therefore no installation. This combination proved very popular and continues to do so today. Download Your Free Easy Guide To Solar Power Easy Guild to Solar Power is a book designed to explain how solar power works in terms and ways everyone can understand. It sets out to let readers have enough knowledge to make informed choices about using this alternative energy source. There are sections on the history of solar power and how it works, as well as the different systems available. Also, for anyone with a limited budget there are many ideas for reducing your carbon footprint in economical and easy ways. Suggestions for home improvements, all solar based are also included and helpful tips. A little of everything for everyone is how one reader described it.

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Have you ever fretted about developing hearing loss because of exposure to loud noise? Whether it’s from your work environment, a live concert, recreational activities, or other circumstances in life — such as accidents — understanding how exposure to loud noise can damage our hearing is essential. This blog post examines the background of this process and explains how long-term exposure to excessive sound levels can cause permanent hearing loss. With an understanding of the mechanism behind noise-induced hearing loss (NIHL), we can ensure that we are taking appropriate steps for prevention and protection. Hearing Loss and Its Causes Hearing loss is a common condition that affects millions of people worldwide. Various factors can cause it, including age, exposure to loud noise, certain medications, and genetic predispositions. Hearing loss can have a significant impact on an individual’s quality of life, affecting their ability to communicate effectively, participate in social activities, and enjoy hobbies and interests. It’s important to understand the various causes of hearing loss and seek professional help if you suspect you or a loved one are experiencing this condition. With the proper diagnosis and treatment, individuals with hearing loss can manage their symptoms and still lead fulfilling lives. How Does Loud Noise Impacts Hearing Loss? Exposure to loud noise can have a significant impact on our hearing ability, causing hearing loss or damage. It’s essential to understand the risks associated with noise exposure, especially for those who work in noisy environments, attend concerts, and sporting events, or use loud machinery or equipment regularly. When the ears are frequently exposed to loud noise, the tiny hair cells in the inner ear can become damaged, resulting in temporary or permanent hearing loss. To prevent hearing damage, it’s important to wear ear protection when working or attending loud events, take frequent breaks from noise exposure, and limit time spent in noisy environments whenever possible. Remember, protecting our hearing is essential for maintaining a high quality of life. What is a Decibel Scale and How Can It Help Me Measure Noise Levels Around Me Understanding the decibel scale can be incredibly helpful in measuring noise levels in your environment. The decibel scale is a logarithmic measurement of sound that ranges from 0 dB (the quietest sound a human can hear) to 194 dB (the loudest sound possible before it becomes painful). By utilizing this scale, you can accurately measure the sound around you and determine if it is at a safe level or potentially harmful to your hearing. With the knowledge of the decibel scale, you can take precautions to protect your hearing and create a safe and comfortable environment for yourself and those around you. Common Sources of Loud Noise Around You In today’s world, noise pollution has become a significant problem that affects our physical and mental health. We often encounter loud noises around us, which may cause discomfort, hearing problems, and even chronic stress. Common sources of loud noise include traffic, construction sites, concerts, and noisy machines in our workplace. Traffic noise, especially during peak hours, can be unbearable in urban areas, often contributing to hearing loss and high blood pressure. Construction sites are another significant source of noise pollution that can last for months, if not years, leaving nearby residents with no respite. Loud music at concerts and events can also contribute to hearing problems if attended regularly or for extended periods. Lastly, noisy machines in the workplace, such as motors, drills, or power tools, can also lead to hearing loss and fatigue over time. Protecting Your Ears From Damage Caused By Loud Noises Protecting our hearing is an essential part of maintaining overall health and well-being. Exposure to loud noises can cause permanent damage to the delicate structures of the ear, leading to hearing loss and other related issues. To safeguard our hearing from such damage, one must take precautionary measures, such as wearing earplugs, limiting exposure to loud noises, and maintaining a safe distance from sources of high-decibel sounds. With the rise of noise pollution in many environments, such as concerts, construction sites, and even our daily commutes, protecting our ears has become more critical. Therefore, it is crucial to take proactive steps to protect our hearing and preserve our quality of life well into the future. Tips for Reducing Exposure to Unnecessary Noises Noise pollution is everywhere, and it can impact our health and well-being significantly. Whether it’s the construction noise outside your window or the constant chatter of coworkers, unnecessary noise can be a significant source of stress and distraction. Fortunately, there are practical steps you can take to reduce your exposure to unwanted noise. One simple tip is to invest in a good pair of noise-cancelling headphones or earplugs. Another is to establish quiet zones in your home or office where you can work without distraction. It’s essential to be mindful of your noise levels, as well as the noise levels of those around you. By taking these simple steps, you can help create a more peaceful and focused environment for yourself and those around you. At Carlisle Hearing Center, we are dedicated to providing quality care toward improving your hearing health and quality of life. Hearing-related issues can often make you feel alone, but with our technologically advanced, affordable hearing aid solutions and top-notch advice, you can confidently live your life, assured that we are always looking out for you and your loved ones! Contact us today to schedule your free hearing test, or visit our website to learn more about our fitting and dispensing hearing aid solutions.

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Most people have heard of seasonal affective disorder, or the winter blues. However, some people experience similar symptoms in warm weather months. Researchers are investigating reverse seasonal affective disorder, or summertime depression, in more detail. New studies in chronobiology suggest that there is a very real biochemical basis for this common health problem. The Link Between Summer and Depression Professor of psychiatry Dr. Alfred Lewy at Oregon Health and Sciences University in Portland, Oregon believes there are two links between summer weather and depression: one is related to humidity and temperature and the other to sunlight levels. This observation is borne out by doctors at Georgetown University Medical School and University of Pittsburgh School of Medicine. While many people have observed that they felt more depression in summer months, this was long ignored by researchers until the issue was studied by those who themselves experienced mental anguish as a result of relentless summer sunshine. However, researchers estimate that 4 to 6 percent of the population suffer from reverse seasonal affective disorder. How Can Summer Cause Depression? “I always felt kind of yucky and listless in the summer and full of energy in the winter.” Too much sunshine, according to researchers in circadian biology, may lead to deficits in melatonin. People who need higher levels of dark to produce this hormone, which is essential for quality sleep and good cognitive function, may suffer in the summer when the sunshine lasts until late at night. Melatonin is created and released by the pineal gland when the suprachiasmatic nucleus of the hypothalamus puts out signals in response to a lack of light. However, too much light can prevent the brain from making enough melatonin for healthy sleep patterns, causing a variety of unpleasant symptoms. The symptoms of summer depression extend beyond trouble sleeping. Because melatonin dictates a variety of biochemical processes, these people may suffer from weight loss or gain, anxiety and depression and loss of appetite in addition to the difficulties with sleep. Summertime Routines and Summertime Blues In addition to problems in building high enough melatonin levels to sustain healthy sleep, summer also presents another major challenge to the circadian rhythm: changes in schedules. Building healthy routines is one major approach to treating depression because it helps to normalize neurochemicals such as melatonin and serotonin that support healthy brain chemistry. In summer, children are home from school, vacations are taken, and many people adjust work schedules or take time off to enjoy the warm weather. This can disrupt eating schedules, sleep schedules and other important schedules that help to cue melatonin production in the body. This can create depression and a variety of symptoms. Sunrise: The Cure for Reverse Seasonal Affective Disorder? Several doctors are suggesting that the cure for summertime depression may be simple: watching the sunrise. Most of the hypotheses center on the effect of light on circadian rhythm, or our internal 24-hour clocks. The phase shift hypothesis holds that light and dark cycles fall out of rhythm when day and night are not perfectly attuned to a person’s internal clocks, as is the case in summer when sunrise occurs early and sunset later. Indeed, studies in circadian biology have supported this hypothesis. When people with reverse seasonal affective disorder get up early and expose their face to bright sunrise light, the symptoms of reverse seasonal affective disorder are often reduced or even go away altogether. Morning light shifts the body clock earlier and evening light shifts the body clock later. In a 2006 study, researchers established that a mistimed body clock plays an important role in winter depression, which suggests it may have a role in summertime depression as well. This reverse seasonal affective disorder can be felt by some people like a five-month bout of jet lag. Light therapy at the correct time of day, such as at 5:45 a.m., may reset this circadian rhythm to a healthier rhythm and alleviate many of the symptoms of this disorder. This may put an end to summer depression. In addition, getting up early to see the sunrise may help many people to keep a more stable schedule in the summer. Depression, seasonal affective disorder and other mood disorders can be difficult to treat. However, research in chronobiology is helping doctors to more effectively treat patients with these and other health problems. In many cases, common sense and cost-effective treatments such as watching the sunrise can help people to feel better and enjoy the warm weather months.

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At EasyTechJunkie, we're committed to delivering accurate, trustworthy information. Our expert-authored content is rigorously fact-checked and sourced from credible authorities. Discover how we uphold the highest standards in providing you with reliable knowledge. A light-emitting diode (LED) backlight combines a liquid crystal display (LCD) with an LED light source to generate color on computer and TV screens. LED backlighting is needed to produce light and color from behind the screen of a device. This technology is able to produce a wide array of colors and comes as either an edge-lit or local-dimming LED backlighting system. The use of LEDs makes it easier for consumers and workers to look at a screen without eyestrain, though eyestrain will still occur if the screen is looked at continuously for several hours. Uniformity of color is easy to maintain when LEDs are new, but LEDs tend to age at different rates, so color may change in one section of the screen. In most screens, backlighting is needed to produce light and color. This simply means there is a light behind the screen, and it is being pushed through the LCD. LCDs cannot produce light, and whatever is producing the light changes the properties of the screen. In LED backlighting, an array of small diodes are used that are either white — really blue with yellow phosphor to create white, because there is no white LED — or Red Green Blue (RGB) LEDs. White is used in cheaper screens, while RGB can produce a higher variety of color. LED backlights are used mostly for smaller screens such as TVs and computers, because LEDs cannot produce the necessary amount of brightness for larger displays. LED backlighting comes in two varieties: edge-lit and local dimming. Edge-lit runs LED strips along the edges of the screen, meaning the light’s glow is directed toward the center of the screen. This is cheaper, but causes black to appear gray. Local dimming uses a grid of LEDs across the entire screen, which means better color control — and black actually appears black. In older screens, especially computers, an incandescent light bulb and filament were used to generate light. This approach lit up the entire screen indiscriminately and made closed sections of the LCD light up anyway, so it caused massive eyestrain for computer users and anyone else looking at a screen. LED backlighting only lights a portion of the screen, making it easier to look at a screen for a prolonged amount of time. This can still cause eyestrain, but the chances are reduced. The problem with LED backlighting is that a large number of different diodes are used at once. Each diode ages at a different rate because of color usage or differing factors during manufacture, so some lights will age quickly, while others will age slowly. This means a section of the screen may appear dimmer because the LEDs there are worn, causing color uniformity to be unstable.

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Is the earth’s sixth mass extinction event really underway? Extinctions happen all the time—we lose a species but others evolve. It’s how adaptive biology works. But with extinction rates on the rise, experts are sounding alarm bells that Earth’s sixth mass extinction may be underway. And while a meteor crash killed off the dinosaurs 65 million years ago, this time humans are to blame. On November 10, at the La Brea Tar Pits in Los Angeles—once home to the Columbian mammoth—a panel of experts discussed the causes and consequences of species loss at “Extinction! Fear and Hope at the La Brea Tar Pits.” This free event was produced by the Natural History Museum and UCLA Institute of the Environment and Sustainability. Expert panelists included: Stewart Brand, president of The Long Now Foundation, Tar Pits’ excavation site director Emily Lindsey and UCLA English professor and author of Imagining Extinction: The Cultural Meanings of Endangered Species Ursula Heise. The discussion was moderated by Jon Christensen, co-founder of LENS. Brand contends we’re not experiencing a mass extinction—instead, we’re losing distinct populations, but not the species themselves. He’s part of the de-extinction movement, which aims to bring back animals that humans have inadvertently wiped out. I recently talked with Brand to understand what it takes to revive an extinct creature. How exactly do you turn back the clock for an animal no longer with us? We are now able to figure out almost the entire genome of species that are long gone, such as the passenger pigeon which died out just over a 100 years ago. With de-extinction we work with the genome of a living species that’s very closely related to the ancient extinct animal. The passenger pigeon is pretty close genetically to the west coast band tailed pigeon. So the idea is to look at their differences, see which genetic differences really matter, and then do the edits so you can move genes of the passenger pigeon traits that you care about over to the embryos of living band tailed pigeons. And over the course of time eventually recreate the passenger pigeon. It introduces another story as far as extinction is concerned—if you care enough and want to spend enough, you can bring back a keystone species like the passenger pigeon. Don’t ecosystems suffer if they lose a keystone species? Exactly. The passenger pigeon was a keystone species because they nested in such dense colonies they basically broke up the forest, kind of the way fire does. They also laid down vast quantities of poop that enriched the forest. So instead of having a uniform forest that can be ecologically problematic – a closed canopy forest that goes on forever—they were part of what kept the eastern deciduous forest a rich mosaic. Part of the reason they went extinct was there was deforestation. But the forest has been growing back tremendously, when people hike the Appalachian Trail now they refer to it as the long green tunnel. It’s one of the reasons we think this forest bird would prosper when it’s restored. So the passenger pigeon has an ecosystem to return to, what about the woolly mammoth? The woolly mammoth lived in a region called the mammoth steppe—the largest biome on earth—it’s being restored in northern Siberia at Pleistocene Park. It’s where large grazing animals inhabited the arctic and sub-arctic before humans came along with spears and killed them all. When the density of grazers went down to almost nothing and thanks to hunting the mammoths were totally gone, the grasslands reverted to tundra and boreal forest. In climate terms it’s problematic, and bio-abundance went down to about one hundredth of the animal mass. But increasing the density of animals like musk ox, moose and bison is bringing back that landscape. By the time we recreate woolly mammoths, which should be in this century, the largest uninhabited northern land area will be ready for any cold adapted elephant—which is what the restored woolly mammoth would be. And this could help us out in terms of climate change? Yes, because global warming is exacerbated by all of that tundra and boreal forest. As tundra melts it releases carbon dioxide and methane, whereas grassland fixes carbon. Having boreal forest rather than ice and snow confuses the reflectancy and albedo (heat reflecting capacity) of the far north. So in the long term of developing climate stability a restored mammoth steppe, with or without mammoths, would be a good thing to do ecologically for an earth going into over-drive with greenhouse gases. I’m not about to say the woolly mammoths would fix climate change. But they can be part of the vast human effort that’s having to be undertaken in this century to stabilize climate change. Another good reason to bring back woolly mammoths is to restore the bio-abundance that used to be there. The sub-arctic was pretty much like the Serengeti is now. The African grasslands and savannahs are dense with dozens of large animals that we adore, the whole world used to be like that, especially the far north. But with human population heading for nine billion people could de-extinction create more human-wildlife conflict? Well the good news is that in this century, against all expectations, human population is levelling off. And people are moving to cities, we’re at 50 percent urban now heading to 70 or 80 percent by midcentury. Agriculture is also getting more efficient, especially in the developing world, freeing up land for nature and animals. The existence proof is in Europe where there’s been so much abandoned farm land in the last few decades. The land immediately turns to forest and there’s enough to form wild life corridors. A lot of Europe’s big animals are coming back—the conspicuous ones are wolves—but you have a whole range of animals that are coming back and being welcomed. So we’d have more big charismatic animals to “ooh and ah” over, but what about the de-extinction nay-sayers? Some conservationists are concerned this will take away the sting that extinction is forever. And that people might become casual about letting animals go extinct because ‘oh well it’s alright, we’ll bring them back later.’ But we’ve been saying all along is it’s a terrible way to preserve a species you care about, because you won’t get it back exactly, you’ll get an approximation at best. And the costs are tremendous. Another concern is what if this draws money away from traditional conservation efforts that could prevent extinction. Our experience at Revive and Restore is the opposite. We were involved in using genetics to prevent the extinction of the black footed ferret and it’s all one. Being able to prevent extinctions genetically, or reversing it genetically all uses the same technology. How would you describe your evolution as a conservationist? De-extinction—this genetic rescue of wildlife—is really a coming home for me. I’ve been a conservationist since I was 10 years old. I got my degree in biology and ecology and evolution at Stanford back in 1960, so for me, this is to a large extent who I am.

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While most turtles sport a hard, protective shell on their backs, leatherback sea turtles have their bony protection embedded under their skin and oily flesh. Hence the name… Most turtle shells are made of scutes, or hard, bony plates outside the turtle's skin, but the leatherback has mini-plates underneath its thick, leathery skin. It also have seven ridges that run along its back, underneath the skin. These large sea turtles recently charted one of the longest migrations of any vertebrate animal, and can be found in every ocean of the world. Sign up for the Live Science daily newsletter now Get the world’s most fascinating discoveries delivered straight to your inbox. Andrea Thompson is an associate editor at Scientific American, where she covers sustainability, energy and the environment. Prior to that, she was a senior writer covering climate science at Climate Central and a reporter and editor at Live Science, where she primarily covered Earth science and the environment. She holds a graduate degree in science health and environmental reporting from New York University, as well as a bachelor of science and and masters of science in atmospheric chemistry from the Georgia Institute of Technology.

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What Is Muscular Dystrophy? Muscular dystrophy is a genetic disorder in which muscle breaks down and is replaced by fatty deposits. There are many types of muscular dystrophy, with variations in: - Muscle groups and other body systems that are affected - Age of onset - Progression rate - Inheritance pattern To receive the appropriate diagnosis and follow-up care, consult with an experienced neurologist.

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Electro-motive Force is a measure of the energy that causes current to flow through a circuit. It is also the potential difference in charge between two points in a circuit. In electromagnetism and electronics, electromotive force (also electromotance, abbreviated emf, denoted or ) is an energy transfer to an electric circuit per unit of electric charge, measured in volts. Devices called electrical transducers provide an emf by converting other forms of energy into electrical energy. Other electrical equipment also produce an emf, such as batteries, which convert chemical energy, and generators, which convert mechanical energy. This energy conversion is achieved by physical forces applying physical work on electric charges. However, electromotive force itself is not a physical force, and ISO/IEC standards have deprecated the term in favor of source voltage or source tension instead (denoted ). In electromagnetic induction, emf can be defined around a closed loop of a conductor as the electromagnetic work that would be done on an elementary electric charge (such as an electron) if it travels once around the loop. For two-terminal devices modeled as a Thévenin equivalent circuit, an equivalent emf can be measured as the open-circuit voltage between the two terminals. This emf can drive an electric current if an external circuit is attached to the terminals, in which case the device becomes the voltage source of that circuit. Although an emf gives rise to a voltage and can be measured as a voltage and may sometimes informally be called a "voltage", they are not the same phenomenon (see § Distinction with potential difference).

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Your cart is currently empty! Mercury has always played a part in the contamination of soil and water. From Minamata disease in Japan to loss of marine life, the toxic effects of mercury are plain to be seen. Scientists at the University of Maryland have devised a new method to remove mercury from the soil around plant roots and water. They employed a fungus called Metarhizium robertsii in their attempt. The fungus is easy to acquire, cheap, and efficient. The main aim of the experiment was to stop plants from taking up mercury present in the soil. When a crop is planted in polluted soil, it can take up toxic substances from the soil. If it is a food crop, eating parts of the contaminated plant would pass on the toxic chemicals to human bodies. With the help of this fungus, a plant can grow normally in polluted soil without taking up any mercury. The genetic make-up of the fungus, along with the observation that it survives in mercury mines, is proof that it can detoxify mercury. The fungus can also guard plant roots against herbivorous insects.

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Q1: What was the recent archaeological discovery in Nagaparamba? A recent archaeological salvage excavation conducted by the Kerala State Archaeology Department at Nagaparamba, near Tirunavaya in Malappuram district, revealed a large number of megalithic "hat stones." These hat stones, known as Thoppikkallu in Malayalam, were used as lids on burial urns during the megalithic period. Q2: What is the significance of the discovery? The discovery of a significant number of megalithic hat stones is crucial in understanding the burial practices and cultural aspects of the people who lived over 2,000 years ago. The unique features of the recovered earthen urns and iron implements can shed light on the life and culture of that era. Q3: Why is there a call for heritage status for Tirunavaya? Local residents and enthusiasts believe that the discovery underscores the historic significance of Tirunavaya, located on the banks of the Bharathapuzha river. With numerous archaeological sites in the area, there is a demand to declare Tirun Q1: What is the Megalithic period? The Megalithic period refers to a historical era characterized by the construction of large stone structures or monuments. It is marked by the use of massive stones to create various types of structures, including tombs, burial chambers, and other architectural features. Q2: When did the Megalithic period occur? The Megalithic period varied in different regions and cultures, but it generally occurred during the prehistoric and early historic periods. It is often associated with the Neolithic and Bronze Ages, spanning from around 3,000 BCE to 1,500 BCE. Q3: What are some common features of the Megalithic period? During the Megalithic period, people created structures using large stones, such as dolmens (table-like stone structures), menhirs (upright standing stones), cairns (stone burial mounds), and thoppikkallu (hemispherical stones used as lids for burial urns). These structures were often associated with burial practices and are found in various parts of the world, including Europe, Asia, and Africa. Q4: What was the purpose of megalithic structures? Megalithic structures served various purposes, including burial sites for the deceased, ceremonial or religious activities, and marking significant locations. They provide valuable insights into the cultural and social practices of ancient societies. Q5: Where can megalithic structures be found? Megalithic structures are found in different parts of the world, including Europe (such as Stonehenge in England), Asia (India, Korea, Japan), Africa (Nubia, Mali), and the Americas. These structures reflect the diversity of cultures and their ways of memorializing the dead and commemorating important events. Q6: What do megalithic structures reveal about ancient societies? Megalithic structures provide information about the technological, architectural, and artistic skills of ancient societies. They also give insights into their religious beliefs, social organization, burial customs, and their connection to the landscape. Q7: How are megalithic structures studied today? Modern archaeologists and researchers study megalithic structures through excavations, analyses of artifacts, and documentation of their architectural features. These studies help unravel the cultural significance of these structures and shed light on the lives of ancient peoples

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